Hybrid problem-based learning in Technology teacher preparation: Giving students a voice in their learning process

Keywords: hybrid problem-based learning; active learning, South Africa; student voice; Technology education; Technology teacher preparation


Technology education instils technological literacy in South African learners, preparing them for life and employment. Yet, few high school level Technology teachers are being trained and, therefore, ensuring that the few students who study to become Technology teachers are optimally prepared is vital. Learning strategies such as problem-based learning need to be implemented to provide students with opportunities to have a voice and be actively involved in their education. Hybrid problem-based learning (hPBL) has been successfully implemented in Geography and Life Sciences teacher education, but its utilisation in Technology teacher preparation has not been reported. Therefore, a concurrent triangulation research study was conducted at a South African university offering extensive Technology teacher preparation. The study explored how teacher students experienced and perceived hPBL as a teaching-learning strategy and how this gave them a voice in their teacher training. The study substantiated hPBL as a beneficial teaching-learning strategy to give Technology student teachers a voice - and actively involve them - in their learning construction.


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