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Redesigning initial teacher’s education practices with learning scenarios

Ana Pedro (UIDEF, Instituto de Educação, Universidade de Lisboa, Lisbon, Portugal)
João Piedade (UIDEF, Instituto de Educação, Universidade de Lisboa, Lisbon, Portugal)
João Filipe Matos (UIDEF, Instituto de Educação, Universidade de Lisboa, Lisbon, Portugal)
Neuza Pedro (UIDEF, Instituto de Educação, Universidade de Lisboa, Lisbon, Portugal)

International Journal of Information and Learning Technology

ISSN: 2056-4880

Article publication date: 13 May 2019

Issue publication date: 20 May 2019

510

Abstract

Purpose

The construction of learning scenarios is a way to plan for teaching activities, promoting the development of skills related to problem solving, collaboration, critical thinking and creativity. Using learning scenarios as a lesson planning strategy becomes a powerful tool in initial teacher education. On the one hand, it mobilizes teaching-related scientific concepts, and on the other hand, it offers opportunities to think on innovative pedagogic approaches involving strategies and capacities essential for the future teacher. Research shows that teacher education programs within real school contexts enriched with digital technologies represent an important factor in increasing the quality of teachers’ preparation and their future professional practice. The paper aims to discuss these issues.

Design/methodology/approach

The authors present the analysis of practice of design and implementation of learning scenarios in teachers’ initial education courses developed with students of teaching master degrees. Activity theory is used in the analysis of a case study of a student-teacher in Computer Science.

Findings

The results have been analyzed, contributing to the specification of the principles underlying the learning scenarios in initial teacher education.

Research limitations/implications

Results show the affordances and possibilities of using learning scenarios as structuring resources for the initial teacher education practice.

Originality/value

Therefore, the use of learning scenarios brings a set of potentialities to teacher training given its prospective nature.

Keywords

Acknowledgements

This paper was prepared within Project Technology Enhanced Learning at Future Teacher Education Lab funded by Fundação para a Ciência e Tecnologia I.P. under contract PTDC/MHC-CED/0588/2014.

Citation

Pedro, A., Piedade, J., Matos, J.F. and Pedro, N. (2019), "Redesigning initial teacher’s education practices with learning scenarios", International Journal of Information and Learning Technology, Vol. 36 No. 3, pp. 266-283. https://doi.org/10.1108/IJILT-11-2018-0131

Publisher

:

Emerald Publishing Limited

Copyright © 2019, Emerald Publishing Limited

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