The Redesign of a Master’s Course for Technology Teacher Students to Better Foster Research-Inquiry Attitudes

In this article, we document a framework for developing recommendations to

improve a master's course for technology student teachers to better foster

research-inquiry attitudes. A French case study of seven years of the master's

teacher education course is analysed. The study adopted a three-phase

educational design research model: analysis and exploration, design and

construction, and evaluation and reflection. The data consists of 54 master

theses (2014-2021), the degree coursework documentation, and teachereducators

notes. In the end, a discussion is proposed on the practices

implemented in the teacher education master’s degree course oriented to

research-inquiry attitude and recommendations for potential enhancements to

technology teacher education.