3D Technologies in Teacher Education: Reflections and Didactic Potential

Abstract

This paper presents findings from a qualitative study conducted within a university-level course on technical education for pre-service teachers. The course was innovatively enhanced by integrating the topic of 3D modelling and printing (3DMP), with a focus on exploring its educational applications in the context of school teaching. The aim of the study was to analyze how future teachers perceive and reflect on the use of 3D technologies in education. Students participated in hands-on training using Tinkercad and learned the basic operation of 3D printers. They were also introduced to examples of how 3DMP can be applied across different school subjects, such as mathematics, science, and technology education. As a final project, students worked in small groups to design a 3D model, print it, and develop a detailed methodological plan for its use in the classroom. The collected data included project documentation, lesson proposals, and students’ written reflections, which were analyzed through qualitative content analysis. The results indicate a generally positive perception of 3D technologies among pre-service teachers. Students appreciated the creative and interdisciplinary possibilities of 3D modelling, while also critically reflecting on technical and didactic challenges. Many participants highlighted the motivational potential of 3D printing for young learners and its usefulness for visualizing abstract or complex content in an accessible way. This study contributes to the growing body of research on educational technology in teacher preparation by emphasizing the need for meaningful, practice-oriented integration of digital tools. It also points to the importance of developing technological-pedagogical thinking in future educators, fostering both innovation and critical awareness in their professional development.