Prospective science teachers as e-learning designers

Abstract

The study investigated the efficacy of prospective teachers authoring and using their own online learning designs as a means of creating links between theory classes and their teaching practicum. Trainee primary and secondary teachers adopted an exemplary, well-researched learning design to inform their own specific task designs, and used them in the context of science lessons on their practicum. This process aided teachers' development of pedagogical and science content knowledge and helped them develop ICT teacher competencies.