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Promoting autonomous learners in technology education

University of British Columbia

This study incorporates action research methodology and focuses on the promotion of autonomous learners in technology education. A self examination of one teacher's attempt to involve students in the direction of their education is conducted to encourage change in student performance. This research enhances praxis knowledge, facilitating changes in pedagogical approaches through an evolving theoretical/practical base. The study incorporates views of researchers and philosophers, and is closely aligned with research into teachers' promotion of autonomy in institutional settings. Current literature focuses on classroom strategies, problems solving techniques, teacher influence and autonomous learner characteristics. Institutional constraints, teacher attitudes, and learners pre-existing concepts and beliefs are dealt with as limitations. This research captures the pedagogical practices of a teacher/researcher's work with grade nine and ten students in the context of technology education. Methods of data collection and analysis employ standards of observation, reflection and collaboration through journal writing over a fourteen month period. Collaboration with a critical colleague and an academic researcher maintain validity in recognizing changes in teacher action and student performance over time. Through the duration of the study, students are perceived to develop self confidence, self directed and self reliant attitudes, indicative of learner autonomy. Students demonstrate greater enthusiasm, more drive and determination, and reveal growth in their ability to welcome risks and manage tasks. The data analysis suggests three fundamental themes for developing personal skills in students and draws on a problem solving model as a practical vehicle for developing learner autonomy. Firstly, students are encouraged to gradually take charge of their learning, developing personal responsibility. Secondly, independent thinking is promoted, providing opportunities for students to learn, make decisions, and identify and solve problems on their own. Thirdly, students are encouraged to make personal connections with their work, stimulating intrinsic motivation. Finally, a problem solving model is incorporated as a vehicle for addressing these three elements of personal development. Educational priorities focus on educating students first as life long learners and providing subject material second as vehicles for addressing personal development. As research specific to technology education is limited, this study attempts to stimulate further research into pedagogical practice, classroom techniques and teacher preparation for addressing learner autonomy in the classroom. Continuous examination will inform academics, researchers and teachers, establishing the development of learner autonomy as a viable pedagogy for improving student performance.

Thesis/Dissertation

application/pdf

2009-02-17

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http://hdl.handle.net/2429/4710

Curriculum Studies

University of British Columbia

UBCV

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