Team teaching in multidisciplinary technology education: Instructional process in design-based technology projects

Hanna Aarnio

Team teaching in multidisciplinary technology education: Instructional process in design-based technology projects

Julkaisun otsikon käännös: Team teaching in multidisciplinary technology education: Instructional process in design-based technology projects

Hanna Aarnio

Tutkimustuotos: Doctoral Thesis › Collection of Articles

Abstrakti

Teknologinen yhteiskunta vaatii yhä enemmän alojen välisten rajojen ylittämistä. Oppilaitokset perusopetuksesta korkeakouluihin pyrkivät kouluttamaan tulevaisuuden asiantuntijoita, jotka kykenevät yhdistämään teknologista osaamista ja eri alojen näkökulmia teknologisten innovaatioiden yhteiskehittämisessä. Tukeakseen oppilaiden monialaista teknologian oppimista, opettajien on tunnistettava ja hyödynnettävä teknologiakasvatuksen toistaiseksi vähäisesti tutkittuja yhteistyömuotoja. Tässä väitöskirjassa tarkastellaan, kuinka tiimiopettajuus mahdollistaa monialaisen, muotoiluperustaisen teknologiakasvatuksen perus- ja lukio-opetuksessa. Tiimiopettajuutta tutkitaan kahdesta näkökulmasta: 1) tiimiopettajuudelle rakentuva ohjausprosessi muotoiluperustaisissa teknologiaprojekteissa ja 2) kollegiaalinen sosiaalinen tuki tiimiopettajuuden mahdollistajana monialaisessa teknologiakasvatuksessa. Väitöskirja koostuu kolmesta osatutkimuksesta, joissa sovellettiin haastatteluaineistoa sekä pitkittäistä luokkahuonevideoaineistoa. Tutkimuksen osallistujat olivat 21 opettajaa 11 opetustiimistä ja kuusi oppilasta. Haastattelut 11 opetustiimille järjestettiin vuosina 2019–2021. Haastatteluajankohtana opettajat osallistuivat teknologiakasvatuksen jatkuvan oppimisen ohjelman pilottiin, joka järjestettiin tekniikan alan koulutusta ja opettajankoulutusta tarjoavien yliopistojen yhteistyönä. Videoaineisto kerättiin vuonna 2021 alakoulun lautapelisuunnitteluprojektista. Osallistujat olivat kaksi kokenutta käsityön opettajaa ja kuusi oppilasta, jotka työskentelivät kahdessa pienryhmässä. Haastattelujen analyysi noudatti laadullisen sisällönanalyysin periaatteita. Videoanalyysi seurasi kolmeportaista lähestymistapaa, sisältäen makro-, meso- ja mikrotasot. Tulokset visualisoitiin Making-Process-Rug -menetelmällä. Kolmen osatutkimuksen tulokset muodostavat kokonaiskuvan yhteistoiminnallisen opetuksen ja oppimisen tuesta teknologiakasvatuksessa. Väitöskirjan keskeinen uusi löydös on empiirinen malli teknologiakasvatuksen yhteistoiminnallisesta ohjausprosessista. Malli osoittaa, että projektien suunnittelussa opetustiimit keskittyivät materiaaleihin ja teknologioihin liittyvään oppimisen tukeen, kun toteutuksessa painopiste oli opetuksellisessa oikea-aikaisessa tuessa ja tiedollisessa oppimisen tuessa. Oppimisen arvioinnissa diagnostinen arviointitoiminta oli opettajajohtoista. Formatiivinen ja summatiivinen arviointi oli yleistä oppilaiden keskuudessa ja kytkeytyi sanalliseen ja keholliseen suunnittelutoimintaan. Lisäksi ohjausprosessin suunnitteluvaiheessa opettajatiimin jäsenten välinen sosiaalinen tuki toimi teknologiakasvatuksen välineellisenä resurssina mahdollistaen projektien monipuolisen toteutuksen. Tulosten perusteella tehdään kolme johtopäätöstä. 1) Opettajien yhteistyö muotoiluperustaisten teknologiaprojektien ohjausprosessin aikana mahdollistaa monipuolisia tuen muotoja oppilaiden teknologian oppimiselle. 2) Oppilaiden välinen formatiivinen arviointi on arvokas, mutta toistaiseksi vähälle huomiolle jäänyt muotoilutoimintaa tukeva resurssi teknologiaprojekteissa. 3) Opettajien kollegiaalinen välineellinen tuki lisää teknologiakasvatuksen monipuolisia toteutusmahdollisuuksia, mutta sen täyden potentiaalin hyödyntäminen edellyttää pedagogista johtajuutta. Opettajat voivat hyödyntää tutkimuksessa tunnistettuja monialaisen teknologiakasvatuksen yhteistyön muotoja vahvistamaan oppilaiden kouluasteita ylittäviä teknologian opiskelupolkuja ja siten rikastuttaa tulevaisuuden teknologia-ammattilaisten joukkoa.

Julkaisun otsikon käännös	Team teaching in multidisciplinary technology education: Instructional process in design-based technology projects
Alkuperäiskieli	Englanti
Pätevyys	Tohtorintutkinto
Myöntävä instituutio	Aalto-yliopisto
Ohjaaja	Clavert, Maria, Vastuuprofessori Toom, Auli, Ohjaaja, Ulkoinen henkilö Kangas, Kaiju, Ohjaaja, Ulkoinen henkilö
Kustantaja	Aalto University
Painoksen ISBN	978-952-64-2610-5
Sähköinen ISBN	978-952-64-2609-9
Tila	Julkaistu - 2025
OKM-julkaisutyyppi	G5 Artikkeliväitöskirja

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http://urn.fi/URN:ISBN:978-952-64-2609-9

Design Factory
Björklund, T. (Manager)
Energia- ja konetekniikan laitos
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@phdthesis{7425fdbc5388445d905475b08fe53b2f,

title = "Team teaching in multidisciplinary technology education: Instructional process in design-based technology projects",

abstract = "Technological society increasingly requires crossing disciplinary boundaries. Educational institutions, ranging from primary to higher education, seek to educate future experts who can combine technological expertise and perspectives of different disciplines in the collaborative creation of technological innovations. To support pupils{\textquoteright} multidisciplinary learning of technology, teachers need to identify and leverage the yet less explored forms of collaboration in technology education. This dissertation explores how team teaching enables multidisciplinary, design-based technology education at primary, secondary, and upper-secondary levels. Team teaching is studied from two perspectives: 1) the instructional process relying on team teaching in design-based technology projects and 2) social support between colleagues as an enabler for team teaching in multidisciplinary technology education. The thesis consists of three part studies that applied interviews and longitudinal classroom video data. The participants were altogether 21 teachers from 11 teaching teams and six pupils. The 11 teaching teams were interviewed in 2019–2021. At the time of the interviews, teachers participated in a continuous education program pilot organized in collaboration between technical higher education and teacher education institutions. The video data were collected in 2021 from a board game design project in a primary school. The participants were two experienced crafts teachers and six pupils who worked in two small groups. The analysis for the interviews followed the principles of qualitative content analysis. The video analysis adopted the three-level approach, including macro, meso, and micro level, and the outcomes were visualized by the Making-Process-Rug method. The findings of the three part studies result in an overview of support for collaborative teaching and learning in technology education. The key contribution to the existing body of knowledge in multidisciplinary technology education is an empirical model of the collaborative instructional process. The model shows that in the planning of the projects, the teaching teams{\textquoteright} focus was on support for materials and technologies, while in the implementation, the emphasis was on scaffolding and epistemological support for learning. In assessment, teachers led diagnostic assessment activities. Formative and summative assessments were prevalent among pupils and connected to verbal and embodied design activities. Moreover, in the planning phase of the instructional process, social support between colleagues in a team served as an instrumental resource for technology education, enabling versatility for implementing the projects. Three major conclusions are drawn based on the findings. 1) Teacher collaboration provides diverse forms of support for pupils{\textquoteright} learning of technology during the instructional process of design-based technology projects. 2) Formative assessment between pupils is a valuable yet overlooked resource in supporting design activities in technology projects. 3) Teachers{\textquoteright} collegial instrumental support increases the versatility of ways to implement technology education, but utilizing its full potential requires pedagogical leadership. The recognized forms of collaboration in multidisciplinary technology education can be applied by teachers to strengthen pupils{\textquoteright} technology study paths across the levels of education, thereby enriching the pool of future technology professionals.",

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author = "Hanna Aarnio",

year = "2025",

language = "English",

isbn = "978-952-64-2610-5",

series = "Aalto University publication series Doctoral Theses",

publisher = "Aalto University",

number = "122",

address = "Finland",

school = "Aalto University",

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T1 - Team teaching in multidisciplinary technology education: Instructional process in design-based technology projects

AU - Aarnio, Hanna

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Y1 - 2025

N2 - Technological society increasingly requires crossing disciplinary boundaries. Educational institutions, ranging from primary to higher education, seek to educate future experts who can combine technological expertise and perspectives of different disciplines in the collaborative creation of technological innovations. To support pupils’ multidisciplinary learning of technology, teachers need to identify and leverage the yet less explored forms of collaboration in technology education. This dissertation explores how team teaching enables multidisciplinary, design-based technology education at primary, secondary, and upper-secondary levels. Team teaching is studied from two perspectives: 1) the instructional process relying on team teaching in design-based technology projects and 2) social support between colleagues as an enabler for team teaching in multidisciplinary technology education. The thesis consists of three part studies that applied interviews and longitudinal classroom video data. The participants were altogether 21 teachers from 11 teaching teams and six pupils. The 11 teaching teams were interviewed in 2019–2021. At the time of the interviews, teachers participated in a continuous education program pilot organized in collaboration between technical higher education and teacher education institutions. The video data were collected in 2021 from a board game design project in a primary school. The participants were two experienced crafts teachers and six pupils who worked in two small groups. The analysis for the interviews followed the principles of qualitative content analysis. The video analysis adopted the three-level approach, including macro, meso, and micro level, and the outcomes were visualized by the Making-Process-Rug method. The findings of the three part studies result in an overview of support for collaborative teaching and learning in technology education. The key contribution to the existing body of knowledge in multidisciplinary technology education is an empirical model of the collaborative instructional process. The model shows that in the planning of the projects, the teaching teams’ focus was on support for materials and technologies, while in the implementation, the emphasis was on scaffolding and epistemological support for learning. In assessment, teachers led diagnostic assessment activities. Formative and summative assessments were prevalent among pupils and connected to verbal and embodied design activities. Moreover, in the planning phase of the instructional process, social support between colleagues in a team served as an instrumental resource for technology education, enabling versatility for implementing the projects. Three major conclusions are drawn based on the findings. 1) Teacher collaboration provides diverse forms of support for pupils’ learning of technology during the instructional process of design-based technology projects. 2) Formative assessment between pupils is a valuable yet overlooked resource in supporting design activities in technology projects. 3) Teachers’ collegial instrumental support increases the versatility of ways to implement technology education, but utilizing its full potential requires pedagogical leadership. The recognized forms of collaboration in multidisciplinary technology education can be applied by teachers to strengthen pupils’ technology study paths across the levels of education, thereby enriching the pool of future technology professionals.

AB - Technological society increasingly requires crossing disciplinary boundaries. Educational institutions, ranging from primary to higher education, seek to educate future experts who can combine technological expertise and perspectives of different disciplines in the collaborative creation of technological innovations. To support pupils’ multidisciplinary learning of technology, teachers need to identify and leverage the yet less explored forms of collaboration in technology education. This dissertation explores how team teaching enables multidisciplinary, design-based technology education at primary, secondary, and upper-secondary levels. Team teaching is studied from two perspectives: 1) the instructional process relying on team teaching in design-based technology projects and 2) social support between colleagues as an enabler for team teaching in multidisciplinary technology education. The thesis consists of three part studies that applied interviews and longitudinal classroom video data. The participants were altogether 21 teachers from 11 teaching teams and six pupils. The 11 teaching teams were interviewed in 2019–2021. At the time of the interviews, teachers participated in a continuous education program pilot organized in collaboration between technical higher education and teacher education institutions. The video data were collected in 2021 from a board game design project in a primary school. The participants were two experienced crafts teachers and six pupils who worked in two small groups. The analysis for the interviews followed the principles of qualitative content analysis. The video analysis adopted the three-level approach, including macro, meso, and micro level, and the outcomes were visualized by the Making-Process-Rug method. The findings of the three part studies result in an overview of support for collaborative teaching and learning in technology education. The key contribution to the existing body of knowledge in multidisciplinary technology education is an empirical model of the collaborative instructional process. The model shows that in the planning of the projects, the teaching teams’ focus was on support for materials and technologies, while in the implementation, the emphasis was on scaffolding and epistemological support for learning. In assessment, teachers led diagnostic assessment activities. Formative and summative assessments were prevalent among pupils and connected to verbal and embodied design activities. Moreover, in the planning phase of the instructional process, social support between colleagues in a team served as an instrumental resource for technology education, enabling versatility for implementing the projects. Three major conclusions are drawn based on the findings. 1) Teacher collaboration provides diverse forms of support for pupils’ learning of technology during the instructional process of design-based technology projects. 2) Formative assessment between pupils is a valuable yet overlooked resource in supporting design activities in technology projects. 3) Teachers’ collegial instrumental support increases the versatility of ways to implement technology education, but utilizing its full potential requires pedagogical leadership. The recognized forms of collaboration in multidisciplinary technology education can be applied by teachers to strengthen pupils’ technology study paths across the levels of education, thereby enriching the pool of future technology professionals.

KW - technology education

KW - multidisciplinary

KW - team teaching

KW - design-based learning

KW - instructional process

KW - technology education

KW - multidisciplinary

KW - team teaching

KW - design-based learning

KW - instructional process

M3 - Doctoral Thesis

SN - 978-952-64-2610-5

T3 - Aalto University publication series Doctoral Theses

PB - Aalto University

ER -

Team teaching in multidisciplinary technology education: Instructional process in design-based technology projects

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