Sustainability transitions are not hindered by technological barriers but above all by the lack of well-qualified people. Educating the next generation of engineers and product designers is therefore more important than ever. However, a traditional widely used model of instruction and evaluation is not sufficient to prepare this next generation for the demands of society. It is appropriate that curricula should be adapted. If necessary, in a disruptive way. The question was how to develop an education module in which students are agents in their learning. In which students decide what and how they will learn, and in which they can prepare for a role in society that is in shock. To propel them in a new direction a disruptive education innovation has been designed and tested. This new method turns the traditional education model upside down. Students and lecturers are transformed in equal partners in aninnovation consultancy firm with a passion for engineering, product design, and with a focus on sustainability transition. Students explore their emotionally intrinsic values that enables them to accomplish great things, to experience meaning in their lives and work, and leads to a significant learning experience.Purpose of this paper is to give individuals and organisations involved in higher education insight into a new method of education based on new values such as student agency, equal partnership, partnership learning communities, significant learning experience, and the strong belief students have the capacity and the willingness to positively influence their own lives and environment
Sustainability transitions are not hindered by technological barriers but above all by the lack of well-qualified people. Educating the next generation of engineers and product designers is therefore more important than ever. However, a traditional widely used model of instruction and evaluation is not sufficient to prepare this next generation for the demands of society. It is appropriate that curricula should be adapted. If necessary, in a disruptive way. The question was how to develop an education module in which students are agents in their learning. In which students decide what and how they will learn, and in which they can prepare for a role in society that is in shock. To propel them in a new direction a disruptive education innovation has been designed and tested. This new method turns the traditional education model upside down. Students and lecturers are transformed in equal partners in aninnovation consultancy firm with a passion for engineering, product design, and with a focus on sustainability transition. Students explore their emotionally intrinsic values that enables them to accomplish great things, to experience meaning in their lives and work, and leads to a significant learning experience.Purpose of this paper is to give individuals and organisations involved in higher education insight into a new method of education based on new values such as student agency, equal partnership, partnership learning communities, significant learning experience, and the strong belief students have the capacity and the willingness to positively influence their own lives and environment
This study explores how 33 student teachers’ reflections during 106 ‘bumpy moments’ while in an international student teaching internship reveal their professional beliefs, and how the moments make the student teachers reflect upon their subjective educational theories. Student teachers described four themes of professional beliefs: (1) pedagogical content knowledge, (2) school context, (3) organisational skills and (4) self-reflection. Their reflections highlighted aspects of their subjective educational theories when they perceived they lacked an appropriate practical teaching strategy or they had pedagogical interactions with pupils or supervisors. The student teachers’ reflections on pedagogical interactions in a cross-cultural context made them aware of moral dimensions in teaching and their own position during normative (inter)actions. The findings of this study indicate that teacher educators should focus on everyday teaching details that occur during bumpy moments in a student’s teaching practice to explicate larger concepts such as the student teachers’ beliefs.
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