Interdisciplinary craft designing and invention pedagogy in teacher education

student teachers creating smart textiles

Julkaisun otsikon käännös: Integroiva käsityön suunnittelu ja keksimispedagogiikka opettajankoulutuksessa: opiskelijat suunnittelevat älytekstiilejä

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

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The paper discusses how a teaching approach, interdisciplinary design and invention pedagogy, affected primary school student teachers' learning outcomes through the craft design process in pre-service teacher education. This study applies developmental work research (Engestrom in J Educ Work 14(1):133-156, 2001; Engestrom in Yhteiskehittely ja vaihdon vyohykkeet tutkijoiden ja elinkeinoelaman valilla 2013; Galison in Image & logic: a material culture of microphysics. The University of Chicago Press, Chicago, 1997; Gorman in Trading zones, interactional expertise and interdisciplinary collaboration 2005) that aims to develop educators' work involved here. To support a craft-designing process and making innovative artefacts, two disciplinesnatural science (physics) and dramaas examples of interdisciplinarity were invited to contribute to the craft process. The craft course on smart textiles' was carried out in the spring of 2014 and 2015 at the University of Helsinki in pre-service primary teacher education. The aim of the crafts course was to get student teachers familiar with different dimensions of crafts (textile, design and technology), inquiry-based designing and an interdisciplinary teaching approach to be used in a primary school context. The craft task included working in small groups and designing smart textiles. Student teachers documented their designing and implementation processes through photos and videos using applications such as iMovie or Movie maker. In addition, participants wrote comprehensions of their projects in learning diaries. The data consist of student teachers' learning diaries (N=17) and prototypes (N=17), which are analysed by qualitative content analysis. As results, first, the paper presents some innovative artefacts that student teachers created. Second, it describes the learning that emerged in pedagogical thinking of student teachers related to the interdisciplinary designing process, including (1) four interdisciplinary contexts, (2) new pedagogic thinking and (3) change of attitude towards integrative teaching.

Alkuperäiskielienglanti
LehtiInternational Journal of Technology and Design Education
Vuosikerta29
Numero1
Sivut57-74
Sivumäärä18
ISSN0957-7572
DOI - pysyväislinkit
TilaJulkaistu - tammikuuta 2019
OKM-julkaisutyyppiA1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä, vertaisarvioitu

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@article{dc076211d256414ab14b9863afb50204,
title = "Interdisciplinary craft designing and invention pedagogy in teacher education: student teachers creating smart textiles",
abstract = "The paper discusses how a teaching approach, interdisciplinary design and invention pedagogy, affected primary school student teachers' learning outcomes through the craft design process in pre-service teacher education. This study applies developmental work research (Engestrom in J Educ Work 14(1):133-156, 2001; Engestrom in Yhteiskehittely ja vaihdon vyohykkeet tutkijoiden ja elinkeinoelaman valilla 2013; Galison in Image & logic: a material culture of microphysics. The University of Chicago Press, Chicago, 1997; Gorman in Trading zones, interactional expertise and interdisciplinary collaboration 2005) that aims to develop educators' work involved here. To support a craft-designing process and making innovative artefacts, two disciplinesnatural science (physics) and dramaas examples of interdisciplinarity were invited to contribute to the craft process. The craft course on smart textiles' was carried out in the spring of 2014 and 2015 at the University of Helsinki in pre-service primary teacher education. The aim of the crafts course was to get student teachers familiar with different dimensions of crafts (textile, design and technology), inquiry-based designing and an interdisciplinary teaching approach to be used in a primary school context. The craft task included working in small groups and designing smart textiles. Student teachers documented their designing and implementation processes through photos and videos using applications such as iMovie or Movie maker. In addition, participants wrote comprehensions of their projects in learning diaries. The data consist of student teachers' learning diaries (N=17) and prototypes (N=17), which are analysed by qualitative content analysis. As results, first, the paper presents some innovative artefacts that student teachers created. Second, it describes the learning that emerged in pedagogical thinking of student teachers related to the interdisciplinary designing process, including (1) four interdisciplinary contexts, (2) new pedagogic thinking and (3) change of attitude towards integrative teaching.",
keywords = "Interdisciplinary teaching, Smart textiles, Craft designing, Making, STEAM disciplines, Primary teacher education, DRAMA, 516 Educational sciences",
author = "Seija Karppinen and Veera Kallunki and Kauko Komulainen",
year = "2019",
month = "1",
doi = "10.1007/s10798-017-9436-x",
language = "English",
volume = "29",
pages = "57--74",
journal = "International Journal of Technology and Design Education",
issn = "0957-7572",
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TY - JOUR

T1 - Interdisciplinary craft designing and invention pedagogy in teacher education

T2 - student teachers creating smart textiles

AU - Karppinen, Seija

AU - Kallunki, Veera

AU - Komulainen, Kauko

PY - 2019/1

Y1 - 2019/1

N2 - The paper discusses how a teaching approach, interdisciplinary design and invention pedagogy, affected primary school student teachers' learning outcomes through the craft design process in pre-service teacher education. This study applies developmental work research (Engestrom in J Educ Work 14(1):133-156, 2001; Engestrom in Yhteiskehittely ja vaihdon vyohykkeet tutkijoiden ja elinkeinoelaman valilla 2013; Galison in Image & logic: a material culture of microphysics. The University of Chicago Press, Chicago, 1997; Gorman in Trading zones, interactional expertise and interdisciplinary collaboration 2005) that aims to develop educators' work involved here. To support a craft-designing process and making innovative artefacts, two disciplinesnatural science (physics) and dramaas examples of interdisciplinarity were invited to contribute to the craft process. The craft course on smart textiles' was carried out in the spring of 2014 and 2015 at the University of Helsinki in pre-service primary teacher education. The aim of the crafts course was to get student teachers familiar with different dimensions of crafts (textile, design and technology), inquiry-based designing and an interdisciplinary teaching approach to be used in a primary school context. The craft task included working in small groups and designing smart textiles. Student teachers documented their designing and implementation processes through photos and videos using applications such as iMovie or Movie maker. In addition, participants wrote comprehensions of their projects in learning diaries. The data consist of student teachers' learning diaries (N=17) and prototypes (N=17), which are analysed by qualitative content analysis. As results, first, the paper presents some innovative artefacts that student teachers created. Second, it describes the learning that emerged in pedagogical thinking of student teachers related to the interdisciplinary designing process, including (1) four interdisciplinary contexts, (2) new pedagogic thinking and (3) change of attitude towards integrative teaching.

AB - The paper discusses how a teaching approach, interdisciplinary design and invention pedagogy, affected primary school student teachers' learning outcomes through the craft design process in pre-service teacher education. This study applies developmental work research (Engestrom in J Educ Work 14(1):133-156, 2001; Engestrom in Yhteiskehittely ja vaihdon vyohykkeet tutkijoiden ja elinkeinoelaman valilla 2013; Galison in Image & logic: a material culture of microphysics. The University of Chicago Press, Chicago, 1997; Gorman in Trading zones, interactional expertise and interdisciplinary collaboration 2005) that aims to develop educators' work involved here. To support a craft-designing process and making innovative artefacts, two disciplinesnatural science (physics) and dramaas examples of interdisciplinarity were invited to contribute to the craft process. The craft course on smart textiles' was carried out in the spring of 2014 and 2015 at the University of Helsinki in pre-service primary teacher education. The aim of the crafts course was to get student teachers familiar with different dimensions of crafts (textile, design and technology), inquiry-based designing and an interdisciplinary teaching approach to be used in a primary school context. The craft task included working in small groups and designing smart textiles. Student teachers documented their designing and implementation processes through photos and videos using applications such as iMovie or Movie maker. In addition, participants wrote comprehensions of their projects in learning diaries. The data consist of student teachers' learning diaries (N=17) and prototypes (N=17), which are analysed by qualitative content analysis. As results, first, the paper presents some innovative artefacts that student teachers created. Second, it describes the learning that emerged in pedagogical thinking of student teachers related to the interdisciplinary designing process, including (1) four interdisciplinary contexts, (2) new pedagogic thinking and (3) change of attitude towards integrative teaching.

KW - Interdisciplinary teaching

KW - Smart textiles

KW - Craft designing

KW - Making

KW - STEAM disciplines

KW - Primary teacher education

KW - DRAMA

KW - 516 Educational sciences

U2 - 10.1007/s10798-017-9436-x

DO - 10.1007/s10798-017-9436-x

M3 - Article

VL - 29

SP - 57

EP - 74

JO - International Journal of Technology and Design Education

JF - International Journal of Technology and Design Education

SN - 0957-7572

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ER -