nach oben

International Journal of Technology and Design Education

Erschienen in:

01.11.2013

The road less travelled: a pre-service approach towards the technology teaching profession

verfasst von: A. A. Mc Glashan, A. W. J. Wells

Erschienen in: International Journal of Technology and Design Education | Ausgabe 4/2013

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

This paper presents the findings of a longitudinal study on the effectiveness of an innovative one-year pre-service Graduate Diploma of Teaching (secondary) for teachers of Technology. The timing of this study is significant. Over a decade of review and adjustment to the Technology curriculum, leading to the new learning area of Technology in the New Zealand curriculum, Ministry of Education (2007), has caused many teachers in New Zealand schools to retrench to an earlier approach or make their own interpretation of curricular requirements. This situation in schools created the need for those involved with pre-service teacher education to prepare programmes that signpost pitfalls while building on students’ own strengths and those of the curriculum to cope with the wide variety of interpretation and pedagogical approach of school communities. This paper suggests a way forward.

Vorheriger Artikel Inclusive design in the Key Stage 3 classroom: an investigation of teachers’ understanding and implementation of user-centred design principles in design and technology

Nächster Artikel Teaching practice trends regarding the teaching of the design process within a South African context: a situation analysis

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 390 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Maschinenbau + Werkstoffe

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Communities of Practice are seen by Wenger (1998) as those where three key dimensions of mutual engagement, joint enterprise and shared repertoire are present.

Differential settlement—an engineering term relating to an uneven or substandard substrate that bears a structural loading causing variations in the support and stability of the load.

In the NZ curriculum Technology has three strands—Technological Practice, the Nature of Technology, and Technological Knowledge. According to Compton and France (2006) when “studied together…these three strands should provide students with experiences …within which they can develop a deep, broad and critical technological literacy.” (p. 12).

Reflexivity is an act of self-conscious consideration that can lead people to a deepened understanding of themselves and others, not in the abstract, but in relation to specific social environments…[and] foster a more profound awareness of how social contexts influence who people are and how they behave. It involves a person’s active analysis of past situations, events, and products, with the inherent goals of critique and revision for the explicit purpose of achieving and understanding that can lead to change in thought or behaviour (Danielewicz 2001, pp. 155–156).

Pre-service postgraduate teacher training in New Zealand comprises a three-year period of provisional registration. The first year is a year of study; the second year requires employment as a teacher on an 80 % workload; the final year of training requires a full teaching load with other school community responsibilities. Teacher registration is gained with the support of school senior management at the end of this time.

Indicators of Progression—developed initially as a means to gauge a learner’s progression through levels of learning. They now provide guidance to programme content and planning at all levels of learning http://www.techlink.org.nz/curriculum-support/indicators/index.htm.

National Certificate of Achievement—New Zealand’s achievement based assessment system, introduced at level 1 (age 15 years), final level 3 with scholarship (age 17 years) http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/.

Responses and findings from the 2008 cohort have been presented in a previous conference paper (Wells and Mc Glashan 2010).

Compton and France (2006) see the Technological Knowledge strand as being focused on developing key concepts of technology that are generic to all technological endeavours. Key ideas are restricted to technological modelling, products and systems.

Courses offered in New Zealand high schools that offer specialist training in the trades prepared and assessed by Industry Training Organisations.

Decile rating refers to the socio- economic status of the school community using a scale of 1–0, with 1 indicating low and 10 a high socio-economic level.

Bova, B. M., & Phillips, R. (1984). Mentoring as a learning experience for adults. Journal of Teacher Education, 35(3), 16–20.CrossRef

Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947–967.CrossRef

Compton, V. J, & France, B. (2006). Discussion document: Background information on the new strands available at http://www.tki.org.nz/r/nzcurriculum/draft-curriculum/technology_e.php.

Creswell, J. W., Plano Clark, V. L., Gutmann, M., & Hanson, W. (2003). Advanced mixed methods research designs. In A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research (pp. 209–240). Thousand Oaks, CA: Sage.

Danielewicz, J. (2001). Teaching selves: Identity, pedagogy, and teacher education. Albany, NY: SUNY Press.

De Vries, M. (2005). Teaching about technology: An introduction to the philosophy of technology for non-philosophers. Dordrecht, Netherlands: Springer.

Dewey, J. (1897). My pedagogic creed. The school journal, LIV, (3), (January 16, 1897), pp. 77–80.

Frost, R. (1916). The road not taken. Mountain interval. Capital Leadership Academy. Retrieved June 6, 2011, from http://deltataudelta.pbworks.com/f/PARTICIPANTinsidepages.pdf.

Gay, G., & Kirkland, K. N. (2003). Developing cultural critical consciousness and self-reflection in pre-service teacher education. Theory into Practice, 42(3), 181–187.CrossRef

Hansen, J. W., & Lovedahl, G. (2004). Developing technology teachers: Questioning the industrial tool use model. Journal of Technology Education, 15(2), 20–32.

McRobbie, C. J., Ginns, I. S., & Stein, S. J. (2000). Pre-service primary teachers’ thinking about technology and technology education. International Journal of Technology and Design Education, 10(1), 81–101.CrossRef

Ministry of Education. (2007). The New Zealand curriculum. Wellington: Learning Media. http://nzcurriculum.tki.org.nz/Curriculum-documents.

Ministry of Education. (2007). Indicators of progression. Retrieved June 6, 2011, from the Ministry of Education Web site: http://www.techlink.org.nz/curriculum-support/indicators/index.htm.

Ministry of Education. (1995). Technology in the New Zealand curriculum. Wellington: Learning Media. http://www.tki.org.nz/r/technology/curriculum/contents_e.php.

Pavlova, M. (2006). Comparing perspectives: Comparative research in technology education. In M. de Vries & I. Mottier (Eds.), International handbook of technology education: Reviewing the past twenty years (pp. 18–32). Rotterdam: Sense.

Spendlove, D. (2008). 100 ideas for teaching design and technology. London: Continuum Intl Pub Group.

Wells, A., & Mc Glashan, A. (2010). Road to employment: Trainee teachers’ perception of their pre-service technology education courses. In: Technological learning and thinking: Culture, design, sustainability, human ingenuity conference at the University of British Columbia, Vancouver, June 17–21, 2010. Proceedings available online http://www.learningcommons.net/.

Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.CrossRef

Williams, J. P. (2009). Teacher Education and Professional Development. In A. Jones & M. de Vries (Eds.), International handbook of research and development in technology education (pp. 525–529). Rotterdam: Sense.

Titel: The road less travelled: a pre-service approach towards the technology teaching profession
verfasst von: A. A. Mc Glashan
A. W. J. Wells
Publikationsdatum: 01.11.2013
Verlag: Springer Netherlands
Erschienen in: International Journal of Technology and Design Education / Ausgabe 4/2013
Print ISSN: 0957-7572
Elektronische ISSN: 1573-1804
DOI: https://doi.org/10.1007/s10798-012-9218-4

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Technik"

Weitere Artikel der Ausgabe 4/2013

Improving engineering skills in high school students: a partnership between university and K-12 teachers

Impact of text on idea generation: an electroencephalography study

Linking learning activities and assessment activities to learning outcomes and assessment standards when teaching technology: a case study

An exploratory study on how primary pupils approach systems

Using scientific detective videos to support the design of technology learning activities

Nanotechnology awareness, opinions and risk perceptions among middle school students

Premium Partner