Subject(s) matter: a grounded theory of technology teachers’ conceptions of the purpose of teaching technology

Show simplified metadata
dc.contributor.authorDoyle, Andrew
dc.contributor.authorSeery, N
dc.contributor.authorGumaelius, L
dc.contributor.authorCanty, D
dc.contributor.authorHartell, E
dc.date.accessioned2024-08-20T03:39:00Z
dc.date.available2024-08-20T03:39:00Z
dc.date.issued2023-10-21
dc.description.abstractTechnology education internationally has for some time struggled to achieve continuity between what is depicted in policy and curricular documents and the reality of day-to-day practices. With its focus often articulated through the nature of activity students are to engage with, technology teachers are recognised as having significant autonomy in the design and implementation of their practices. From this, it is important to understand teachers’ beliefs about technology education, as their conceptions of the subject will inform practice. As such, this study sought to investigate teachers’ conceptions of the purpose of teaching technology through reflection on their enacted practices. A constructivist grounded theory methodology was employed for the design of the study and analysis of data. According to our analysis, despite similarities between the nature of student activity that teachers designed and implemented, teachers represented the purpose of the subject in different ways. Three different conceptions of the purpose of teaching technology were identified; obtaining knowledge and skills for application, ability to act in a technological way, and ability to think in a technological way. Central to the three conceptions were contentions in the representations of what constituted subject matter knowledge in the subject, and the role that different application cases played in teaching technology. Without consideration and explicit articulation of the purposes for teaching technology, this lack of clarity and differences in rationale for teaching technology are likely to continue.
dc.identifier.citationDoyle, A., Seery, N., Gumaelius, L., Canty, D., & Hartell, E. (2023). Subject(s) matter: a grounded theory of technology teachers’ conceptions of the purpose of teaching technology. International Journal of Technology and Design Education, 34, 1351-1371. https://doi.org/10.1007/s10798-023-09859-1
dc.identifier.doi10.1007/s10798-023-09859-1
dc.identifier.eissn1573-1804
dc.identifier.issn0957-7572
dc.identifier.urihttps://hdl.handle.net/10289/16817
dc.languageEnglish
dc.language.isoen
dc.publisherSpringer
dc.relation.isPartOfInternational Journal of Technology and Design Education
dc.rightsAttribution 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subject.anzsrc20203901 Curriculum and Pedagogy
dc.subject.anzsrc20203903 Education Systems
dc.subject.anzsrc202039 Education
dc.subject.anzsrc20203903 Education systems
dc.subject.anzsrc20204010 Engineering practice and education
dc.subject.sdg4 Quality Education
dc.titleSubject(s) matter: a grounded theory of technology teachers’ conceptions of the purpose of teaching technology
dc.typeJournal Article
dspace.entity.typePublication
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
s10798-023-09859-1 (5).pdf
Size:
1.22 MB
Format:
Adobe Portable Document Format
Description:
Published version
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
82 B
Format:
Plain Text
Description:
Download
Collections
Education Papers