University of Hull logo

Changing knowledge, changing technology: implications for teacher education futures

Burden, Kevin; Aubusson, Peter; Brindley, Sue; Schuck, Sandy


Peter Aubusson

Sue Brindley

Sandy Schuck


© 2016 Taylor & Francis. Recent research in teacher education futures has identified two themes that require further study: the changing nature of knowledge and the changing capabilities of technologies. This article examines the intersection of these two themes and their implications for teacher education. The research employed futures methodologies based on scenario creation. With a focus on the above themes or dimensions, a panel of experts was interviewed to draw on its collective wisdom to explore alternative teacher education futures. Data from these interviews were analysed to stimulate the construction of four future teacher education scenarios. Feedback on the scenarios was obtained from teacher educators in Europe and Australia. The scenarios were then revised based on this feedback. The final scenarios are presented here as a way of provoking discussion among teacher educators about teacher education futures.

Journal Article Type Article
Publication Date 2016-01
Journal Journal of education for teaching
Print ISSN 0260-7476
Electronic ISSN 1360-0540
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Volume 42
Issue 1
Pages 4-16
Institution Citation Burden, K., Aubusson, P., Brindley, S., & Schuck, S. (2016). Changing knowledge, changing technology: implications for teacher education futures. Journal of education for teaching : JET, 42(1), 4-16.
Keywords Knowledge; Technology; Education futures; Scenarios; Teacher education
Publisher URL
Additional Information This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of education for teaching on 15/01/2016, available online: http://wwww.tandfonline...0/02607476.2015.1125432


You might also like

Downloadable Citations