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Teachers' perceptions of technology education: Implications for curriculum innovation

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Abstract

This paper describes research into teachers' perceptions of technology education carried out as part of the Learning in Technology Education Project. Thirty primary and secondary school teachers were interviewed. Secondary teachers interpreted technology education in terms of their subject subcultures as did some primary teachers. The primary teachers were also influenced by current initiatives, outside school interests and teaching programs.

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References

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Authors and Affiliations

  1. SMER Centre, University of Waikato, Hamilton, New Zealand

    Alister Jones (Research Fellow) &  Malcolm Carr (Director)

Authors
  1. Alister Jones
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  2. Malcolm Carr
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Additional information

Specializations: investigations in science, science and technology education.

Specializations: learning theories, history and philosophy of science, chemical education.

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Jones, A., Carr, M. Teachers' perceptions of technology education: Implications for curriculum innovation. Research in Science Education 22, 230–239 (1992). https://doi.org/10.1007/BF02356900

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  • DOI: https://doi.org/10.1007/BF02356900

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