Weitere Artikel dieser Ausgabe durch Wischen aufrufen
This paper reports on a professional development that was designed and implemented in an attempt to broaden teachers’ knowledge of the nature of technology and also enhance their technological pedagogical practices. The professional development was organised in four phases with each phase providing themes for reflection and teacher learning in subsequent phases. On-going support, reflection and feedback underpinned the professional development processes to enhance teachers’ prospects of putting aside old traditions and culture to implement new practices in their classrooms. The teachers collaboratively explored new concepts through readings of selected scholarly papers, making presentations of their views generated from the readings and engaging with peers in discussing learning, curriculum issues and concepts related to the nature of technology and technology education. A qualitative analysis of the teachers’ journey through the phases of the professional development showed the teachers’ enhanced knowledge of technology and technology education. However, their classroom practices showed technological pedagogical techniques that reflected their traditional strategies for teaching technical subjects. It is argued that although the teachers’ conceptualisation of learning in technology was still fragile at this point, attempts to shift teachers’ beliefs and practices require deep theoretical grounding and transferring that into technological practices. A professional development built on existing ideas and context helps expand the teachers’ views about the nature of technology and technology education.
Bitte loggen Sie sich ein, um Zugang zu diesem Inhalt zu erhalten
Sie möchten Zugang zu diesem Inhalt erhalten? Dann informieren Sie sich jetzt über unsere Produkte:
Appleton, H., & Ilkkaracan, I. (1994). The technological capabilities of women and girls in developing countries. In D. Layton (Ed.), Innovations in science and technology education (Vol. 4, pp. 145–157). Paris: UNESCO.
Basalla, G. (1988). The evolution of technology. Cambridge, MA: Cambridge University Press.
Bell, B., & Gilbert, J. (1994). Teacher development as professional, personal and social development. Teaching and Teacher Education, 10(5), 483–497. CrossRef
Bishop, R. (1997). Interviewing as collaborative storying. Educational Research and Perspectives, 24(1), 28–47.
Borich, G. D., & Martin, D. B. (2008). Observation skills for effective teaching. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Bybee, R. W., & Loucks-Horsley, S. (2000). Advancing technology education: The role of professional development. Technology Teacher, 60(2), 31.
Dakers, J. R. (2006). Technology education in Scotland: An investigation of the past twenty years. In M. J. de Vries & I. Mottier (Eds.), International handbook of technology education: Reviewing the past twenty years (pp. 331–346). Rotterdam: Sense.
Dakers, J. R., & de Vries, M. J. (2009). Perceptions of technology and technology education. In A. T. Jones & M. J. de Vries (Eds.), International handbook of research and development in technology education (pp. 201–210). Rotterdam: Sense.
Dow, W. (2006a). Implicit theories: Their impact on technology education. In J. R. Dakers (Ed.), Defining technological literacy: Towards an epistemological framework (pp. 239–250). New York, NY: Palgrave MacMillan.
Eijkelhof, H., Franssen, H., & Houtveen, T. (1998). The changing relation between science and technology in Dutch secondary education. Journal of Curriculum Studies, 30(6).
Faure, E., Herrera, F., Kaddoura, A.-R., Lopes, H., Petrovcky, A. V., Rahnema, M., et al. (1972). Learning to be: The world of education today and tomorrow. Paris: UNESCO.
Fleming, R. (1989). Literacy for a technological age. Science Education, 73(4), 391–404. CrossRef
Harrison, M. (1994). Science and technology: Partnership or divorce. In F. Banks (Ed.), Teaching technology (pp. 238–245). London: Routledge.
Hopkins, D. (2002). A teachers’ guide to classroom observation. Buckingham: Open University Press.
International Technology Association. (2000). Standards for technological literacy: Content for the study of technology. Reston, Virginia: International Technology Education Association (ITEA) & Technology for All Americans Project.
Jones, A. (1999). Teachers’ subject subcultures and curriculum innovation: The example of technology education. In J. J. Loughran (Ed.), Researching teaching: Methodologies and practices for understanding pedagogy (pp. 155–171). London: Falmer.
Jones, A. (2006). The developing field of technology education in New Zealand: The last twenty years. In M. J. de Vries & I. Mottier (Eds.), International handbook of technology education: Reviewing the past twenty years (pp. 197–211). Rotterdam: Sense.
Jones, A. T. (2009). The development of technology education internationally. In A. T. Jones & M. J. de Vries (Eds.), International handbook of research and development in technology education. Rotterdam: Sense.
Jones, A., & Carr, M. (1993). Teachers’ perceptions of technology education Towards technology education: Working papers from the first phase of the learning in technology education project, vol. 1 (pp. 49–83). Hamilton, New Zealand: Centre for Science and Mathematics Education Research, University of Waikato.
Jones, A., & Moreland, J. (2001). Frameworks and cognitive tools for enhancing practicing teachers’ pedagogical content knowledge SAMEpapers 2001 (pp. 238–264): University of Waikato, Centre for Science and Technology Education.
Kerre, B. W. (1994). Technology education in Africa. In D. Layton (Ed.), Innovations in science and technology education (pp. 103–117). Paris: UNESCO.
Labaree, D. (2003). The peculiar problems of preparing educational researchers. Educational Researcher, 32(4), 11–34. CrossRef
Lave, J. (1991). Situating learning in communities of practice. In L. Resnick, J. Levine, & S. Teasley (Eds.), Perspectives on socially shared cognition (pp. 63–82). Washington, DC: American Psychological Association. CrossRef
Layton, D. (1993). Understanding technology-the seamless web. In D. Layton (Ed.), Technology’s challenge to science education (pp. 23–30). Buckingham: Open University Press.
McCormick, R. (2004). Issues of learning and knowledge in technology education. International Journal of Technology and Design Education, 14(1), 21–44. CrossRef
Merriam, S. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.
Ministry of Economic Planning and Development. (1998). Vision 2020: The national long term development perspective for Malawi. Lilongwe, Malawi: Author.
Ministry of Education. (1997). Towards teaching technology [kit]: Know how 2. Wellington: Learning Media.
Ministry of Education Science and Technology. (2008). National education sector plan 2008–2017. Lilongwe: Ministry of Education and Vocational Training.
Ministry of Education and Vocational Training. (1973). Education plan of Malawi 1973–1980. Lilongwe: Ministry of Education and Culture.
Ministry of Education and Vocational Training. (1985). Education development plan 1985–1995. Lilongwe: Ministry of Education and Vocational Training.
Moreland, J., & Jones, A. (2000). Emerging assessment practices in an emergent curriculum: Implications for technology. International Journal of Technology and Design Education, 10(3), 283–305. CrossRef
Msiska, F. G. W. (1994). Some practical limits of curriculum vocationalization as a remedy to school leavers’ unemployment: Focus on Malawi. International Review of Education, 40(2), 135–148. CrossRef
National Research Council of Malawi. (2002). Science and technology policy for Malawi (vol. (2006). Lilongwe: Office of the President and Cabinet.
Naughton, J. (1994). What is technology? In F. Banks (Ed.), Teaching technology (pp. 7–12). London: Routledge.
Nyirenda, D. M. C. (2005, 29th March to 1st April). Malawi secondary school curriculum reform: Issues and challenges. Paper presented at the Malawi National Education Conference, Lilongwe, Malawi.
Pacey, A. (2001). Meaning in technology. Cambridge, MA: MIT.
Paechter, C. (1995). Subcultural retreat: Negotiating the design and technology curriculum. British Educational Research Journal, 21(1), 75–87. CrossRef
Pavlova, M. (2005). Social change: How should technology education respond? International Journal of Technology and Design Education, 15(3), 199–215. CrossRef
Penuel, W. R., Fishman, B. J., Yamaguchi, R., & Gallagher, L. P. (2007). What makes professional development effective? Strategies that foster curriculum implementation. American Educational Research Journal, 44(4), 921–958. CrossRef
Psacharopoulos, G. (1987). To vocationalize or not to vocationalize? That is the curriculum question. International Review of Education, 33(2), 187–211. CrossRef
Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropriation, guided participation and apprenticeship. In J. V. Wertsch, P. del Río, & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 139–164). New York, NY: Cambridge University Press. CrossRef
Rohaan, E., Taconis, R., & Jochems, W. (2010). Analysing teacher knowledge for technology education in primary schools. International Journal of Technology and Design Education. doi: 10.1007/s10798-010-9147-z.
Staudenmaier, J. M. (1989). Technology’s storytellers: Reviewing the human fabric. Cambridge, MA: MIT Press.
Timperley, H., Wilson, A., Barrar, H., & Fund, I. (2007). Teacher professional learning and development: Best evidence synthesis ( BES). Wellington, NZ: Ministry of Education.
Treagust, D. F., & Rennie, L. J. (1993). Implementing technology in the school curriculum: A case study involving six schools. Journal of Technology Education, 5(1), 38–51.
Trotter, Y. D. (2006). Adult learning theories: Impacting professional development programs. Delta Kappa Gamma Bulletin, 72(2), 8–13. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=20357005&site=ehost-live.
Wenger, E. (1999). Communities of practice: Learning, meaning, and identity. Cambridge, MA: Cambridge University Press.
Wertsch, J. V., del Río, P., & Alvarez, A. (1995). Sociocultural studies: History, action and mediation. In J. V. Wertsch, P. del Río, & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 1–34). New York, NY: Cambridge University Press. CrossRef
Williams, P. J. (2000). Design: The only methodology of technology. Journal of Technology Education, 11(2), 48–60.
Wragg, E. C. (1999). An introduction to classroom observation. New York, NY: Routledge.
- Enhancing teachers’ technological pedagogical knowledge and practices: a professional development model for technology teachers in Malawi
Vanwyk Khobidi Mbubzi Chikasanda
- Springer Netherlands
International Journal of Technology and Design Education
Print ISSN: 0957-7572
Elektronische ISSN: 1573-1804
Neuer Inhalt, AVL List GmbH/© AVL List GmbH, dSpace, BorgWarner, Smalley, Valeo Logo/© Valeo, FEV