The Matanga project: Professional learning and development for technology teachers in New Zealand: The teachers’ perspectives.

Abstract

This article presents findings from the Mātanga (Māori term for expert) professional learning and development (PLD) project in New Zealand, designed to foster teachers’ engagement with and enactment of the technology education curriculum, to develop teachers’ identity by focusing on notions of technological and technical thinking, by matching teachers with Mātanga experts. The PLD targeted teachers in remote areas, or those who had limited access to curriculum support, and was designed to reposition teachers’ agency, whilst being supported by their professional community. The developers of the PLD programme envisaged that once a community of Mātanga and teachers were established, teachers would feel more connected to local, regional, and national support through digital networks, in self-sustaining ways. The reported findings indicate that teachers experienced significant learning during the PLD. Participants developed a deeper understanding of the benefits of authentic technological practice, deeper insight into both the theoretical and historical perspectives of technology education, and increased curriculum knowledge. Some participants also gained a deeper appreciation of culturally responsive pedagogies. The Mātanga programme motivated these teachers to try new things in the classroom, which in turn, translated into a more positive learning environment for their students. Participants found the year-long approach beneficial, particularly because they had access to technology education experts (Mātanga), but identified some limitations for the first iteration of the PLD, and suggested improvements for the future.