Abstract
In this article, we document a framework for developing recommendations toimprove a master's course for technology student teachers to better fosterresearch-inquiry attitudes. A French case study of seven years of the master'steacher education course is analysed. The study adopted a three-phaseeducational design research model: analysis and exploration, design andconstruction, and evaluation and reflection. The data consists of 54 mastertheses (2014-2021), the degree coursework documentation, and teachereducatorsnotes. In the end, a discussion is proposed on the practicesimplemented in the teacher education master’s degree course oriented toresearch-inquiry attitude and recommendations for potential enhancements totechnology teacher education.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
