[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601600-105":59,"doc-detail-601600-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","technology-teacher-education-through-a-constructivist-approach","Technology Teacher Education through a Constructivist Approach","","This paper reviews constructivist learning theories and shows how they are enacted in technology teacher education within a New Zealand university. Using an authentic technology education context with primary teacher candidates, it examines a practical activity grounded in constructivist principles. The activity employs a collaborative “company approach,” where final-year students undertake, record, and reflect. Results indicate students build deeper understandings of technological practice, relevant theory, and classroom learning connections, supported by examples of higher-level thinking.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/technology-teacher-education-through-a-constructivist-approach/601600/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/technology-teacher-education-through-a-constructivist-approach/601600.png","ImageObject",300,407,{"name":92,"@type":93},"anakgang17","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What constructivist-based learning approach does the paper focus on in teacher education?","Question",{"text":112,"@type":113},"The paper focuses on constructivist learning theories as they relate to technology teacher education, using an authentic technology education context grounded in practical activity and reflection.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the “company approach” activity work in the study?",{"text":117,"@type":113},"Final-year students carry out a collaborative “company approach” strategy as a practical activity, then undertake, record, and reflect on their learning to develop understandings of technology education and practice.",{"name":119,"@type":110,"acceptedAnswer":120},"What benefits does the paper report from students participating in the constructivist activity?",{"text":121,"@type":113},"Students gain a rich understanding of theory connected to technological practice, relevant links to classroom learning, and higher-level thinking outcomes through collaboration and reflection.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601600,1792165365,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},962090883568,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Technology teacher education through a constructivist approach Wendy Fox-Turnbull University of Canterbury College of Education  \nPaul Snape University of Canterbury College of Education  \nAbstract  \nThis paper reviews literature on constructivist learning theories relevant to and evident in teacher education in a New Zealand university. These theories are illustrated within an authentic technology education context which involves students from a primary teacher-education degree programme. It investigates howa practical activity, based on constructivist principles, successfully leads to the development of student teachers’ understandings of technology education and technological practice within an initial teacher education programme. The paper describes the practical activity undertaken by final year students where a collaborative ‘company approach’ strategy is used. The data shows that while undertaking a constructivist based activity, students gain a rich understanding of theory related to technological practice and relevant links to learning in the classroom. Examples are presented of the higher level thinking obtained by the students as they participate in this collaborative and cooperative exercise and reflect on their learning.  \nKey words  \nconstructivism, teacher education, technology education, collaboration, co-operation  \nIntroduction  \nThe New Zealand Curriculum (Ministry of Education, 2007, p. 12) currently implemented in New Zealand schools provides a clear directive for teachers to facilitate student independence and autonomy in learning, and to encourage students to work co-operatively and collaboratively. A ‘front end’ to the curriculum identifies the key competencies, principles and values students will need to succeed in twenty-first century society and to sustain life-long learning. Learning through constructivist approaches will more readily allow for the integration of key competencies and values with discipline knowledge and content in a way that will lead to more purposeful and meaningful connections.  \nThis study illustrates how the constructivist based theory in teacher education facilitates reflective thinking and enables students’ insight into teaching technology education in the primary classroom. In New Zealand, teacher education is  \ncurrently experiencing considerable pressure to move teaching from small classroom based programmes to mass delivery of lectures. The current programme very successfully facilitates the modelling of activities and learning strategies that allow students to experience successful learning themselves through motivating and practical application. This paper clearly demonstrates the effectiveness of this method in developing students’deeper understandings of learning in technology education and presents an opportunity to appreciate how an activity can be utilised in the school classroom environment. Technology is a holistic and practically based curriculum, which is ideally suited to constructivist approaches to teaching and learning. The immigrant1 biscuit activity demonstrates an approach that encourages students to think critically about technology and how to successfully implement it in the classroom.  \nThe paper reviews three constructivist theories and discusses how these theories enhance learning for students who are undertaking, recording, and reflecting on technological practice. It briefly investigates learning in the 21st century, introducing two metaphors of learning (Sfard, 1998) and illustrates the effectiveness of constructivist based learning in technology teacher education.  \nLiterature review Constructivist theory  \nThe acquisition of technological knowledge clearly aligns with several constructionist theories of knowing. These theories and theorists such as; Situated Cognitive Apprenticeship and Authenticity (Hennessy, 1993, Bereiter, 1992), Scaffolding and Modelling (Bruner, 1996, Vygotsky, 1978), and Integrated Inquiry (Murdoch, 2004, Blythe, 1998) am","cbCailZueE90x6bK","https://ap.wps.com/l/cbCailZueE90x6bK","pdf",131562,12,"English","# Abstract\n# Introduction\n# Literature review\n## Constructivist theory\n# Research","[{\"question\":\"What constructivist-based learning approach does the paper focus on in teacher education?\",\"answer\":\"The paper focuses on constructivist learning theories as they relate to technology teacher education, using an authentic technology education context grounded in practical activity and reflection.\"},{\"question\":\"How does the “company approach” activity work in the study?\",\"answer\":\"Final-year students carry out a collaborative “company approach” strategy as a practical activity, then undertake, record, and reflect on their learning to develop understandings of technology education and practice.\"},{\"question\":\"What benefits does the paper report from students participating in the constructivist activity?\",\"answer\":\"Students gain a rich understanding of theory connected to technological practice, relevant links to classroom learning, and higher-level thinking outcomes through collaboration and reflection.\"}]","Technology Teacher Education through a Constructivist Approach | PDF",1792092937]