This research examines how the instructional theories of the exploratory
production model are used in technology education. The data was
gathered in the teacher training practice period during master’s level
teacher training in technology education. The four most learner-centred
instructional theories are described and examples from the teacher
practice provided. The empirical descriptions are based on the student
teacher portfolios and the supervisor interviews. The cases reveal that
the more open the learner-centred instructions the student teacher uses,
the more multifaceted the learning is. Also, the learning is more
intrinsically motivated and thereby deeper as regards the learners’ own
life-world. Varying between the different instructions helps student
teachers to organize their classroom techniques and motivate learners
through meaningful learning and collaboration. The instructional
theories are applicable in differentiating teaching and learning between
groups and between the learners within a particular group.