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Using multi-discipline assignments to enhance the development of transferable personal skills in initial teacher training

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conference contribution
posted on 08.05.2006, 09:55 by S. Cooke, A.C. Jones, R. Mahoney
This paper aims to present a description, analysis and evaluation of the use of cross-subject small-group projects in teacher education. There are a number of inter-related issues which need to be considered when encouraging students from different degree programmes to contribute to joint-project work. These issues include: co-operative learning, learning in groups, problem-based learning and experiential learning. The shortened degree programmes in Business and Technology Education at the University of Sunderland have for three years developed and offered a joint module of study where students from both programmes have been put into situations where they can work together to analyse and appraise the perceived 'design and make' needs which emanate from an identified topic or theme. The students work in mixed subject groups. This paper aims to review the background to group learning, and raises the problems and dilemmas, the triumphs and perceptions, the questions and some of the answers raised by such activities in teacher education programmes. There is also an intention to consider in detail the learning outcomes (perceived and actual) which result from such work, and the benefits and opportunities such work presents to students in higher education who are developing and using transferable study and work skills.

History

School

  • Design

Research Unit

  • IDATER Archive

Pages

103315 bytes

Citation

COOKE, S. JONES, A.C. and MAHONEY, R., 1995. Using multi-discipline assignments to enhance the development of transferable personal skills in initial teacher training. IDATER 1995 Conference, Loughborough: Loughborough University

Publisher

© Loughborough University

Publication date

1995

Notes

This is a conference paper.

Language

en

Exports

Loughborough Publications

Keywords

Exports