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dc.contributor.authorFox-Turnbull, Wendy Helenen_NZ
dc.contributor.editorde Vries, M.en_NZ
dc.date.accessioned2019-10-30T21:13:27Z
dc.date.available2018-12-03en_NZ
dc.date.available2019-10-30T21:13:27Z
dc.date.issued2018en_NZ
dc.identifier.citationFox-Turnbull, W. H. (2018). Assisting teachers’ understanding of student learning in technology. International Journal of Technology and Design Education. https://doi.org/10.1007/s10798-018-9484-xen
dc.identifier.issn0957-7572en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/13060
dc.description.abstractThis article describes a study undertaken in New Zealand, England and Sweden and is based on the use of a tool developed by the researcher as a professional development and teaching tool in technology education for teachers of students between four and six years of age. The aim of the research was to investigate teachers’ views of the effectiveness of the tool designed to deepening their understandings of technology content and pedagogi- cal content knowledge. The tool, technology observations and conversation framework (TOCF) was designed to guide teachers’ interactions with and observations of young chil- dren when learning technology with the aim of developing teacher insight into their own understanding of technology and how students learn technology. The tool was developed using the building of learning power theory to facilitate the identification of key disposi- tions and attitudes within four aspects of learning and across five pre-determined behav- iours relevant to technology education. Qualitative research methods were used to inves- tigate teachers’ interaction with the TOCF by observing their use of it, and interviewing them about their perceived developed understanding of technology content knowledge and pedagogical content knowledge (PCK). The initial purpose of the framework, presented to the teachers prior to teaching, was to guide interactions with students to assist this develop- ment and subsequently assist their ability to teach technology effectively and give specific feedback to students in technology education. The study found that teachers felt that they gained a deeper understanding of technology education and their understanding of stu- dents’ learning in technology also developed. This article presents the final framework and teachers’ views on how they were assisted by the framework. The study offers an interna- tional perspective on ways to broaden and deepen students’ understanding in technological literacy through the development of teacher content knowledge and PCK and contributes significantly to the field of formative assessment in technology education.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherSpringer Verlagen_NZ
dc.rights© Springer Nature B.V. 2018.This is the author's accepted version. The final publication is available at Springer via dx.doi.org/10.1007/978-3-030-04257-8_31
dc.subjectTechnology PCKen_NZ
dc.subjectTechnology education
dc.subjectECE
dc.subjectPrimary
dc.subjectClassroom conversation
dc.subjectTeacher development
dc.titleAssisting teachers’ understanding of student learning in technologyen_NZ
dc.typeJournal Article
dc.identifier.doi10.1007/s10798-018-9484-xen_NZ
dc.relation.isPartOfInternational Journal of Technology and Design Educationen_NZ
pubs.elements-id230526
pubs.publisher-urlhttps://link.springer.com/epdf/10.1007/s10798-018-9484-x?author_access_token=6e2uMFBVYmug4O5OaydiiPe4RwlQNchNByi7wbcMAY6ZPOwHkRAsSNuJedQrYV8jEMacgsg6dJqHrsZgnm0hGYRX90WMaQvkxT10m7pTZ9NGl-97TjDo9Rs1gnG5cXSRJzGvKICvV2Xj_PyZyFjjYQ==en_NZ


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