Initial teacher education students’ conceptions of creativity in technology and science education: A large-scale New Zealand study

Abstract

The Australasian Journal of TechnologyEducation is a peer refereed journal, and provides a forum for scholarly discussion on topics relating to technology education. Submissions are welcomed relating to the primary, secondary and higher education sectors, initial teacher education and continuous professional development, and general research about Technology Education. Contributions to the on-going research debate are encouraged from any country. The expectation is that the Journal will publish articles at the leading edge of development of the subject area. The Journal seeks to publish• reports of research, • articles based on action research by practitioners, • literature reviews, and • book reviews. Publisher: The Technology, Environmental, Mathematics and Science (TEMS) Education ResearchCentre, which is part of the Faculty of Education, The University of Waikato, publishes the journal.

Traditions and Innovations in the Choreographic Art of Ukraine of the XX Century

“…Tracing the genesis of choreographic art, we see that choreographic actions have long been part of rituals, perceived as an integral part of them; they were filled with significant internal content and aimed at transferring energy from performers to the environment [3].…”

Technology Teacher Education: Issues

“…Having never taught technology education in a classroom, it is very difficult for a lecturer to provide engaging, realistic, and varied examples to help clarify student teachers' understandings, especially about classroom practice. Developing appropriate and positive attitudes toward, beliefs about, and understandings of technology in its broadest sense among student teachers is paramount as these notions influence their goals, classroom activities, classroom management strategies, the establishment of authentic contexts, and the development of robust technological literacy (Courtney et al 2017). A student-centered, co-constructivist approach is commonly considered the ideal teaching and learning approach for technology education (see Reinsfield, this volume).…”