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      Professional Development for a New Curriculum for a Developing Country: The Example of Technology Education in the Solomon Islands

      Sade, David
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      Sade, D. (2009). Professional Development for a New Curriculum for a Developing Country: The Example of Technology Education in the Solomon Islands (Thesis). The University of Waikato, Hamilton, New Zealand. Retrieved from https://hdl.handle.net/10289/3290
      Permanent Research Commons link: https://hdl.handle.net/10289/3290
      Abstract
      This thesis explores the impact of a specially designed technology education

      professional development programme for traditional technical education secondary

      teachers to assist with the implementation of technology education in the Solomon

      Islands. Technology education is a new development for the teachers in Solomon

      Islands who are used to a more prescribed technical education. The technology

      education in the Solomon Islands is in the process of change with the curriculum

      being developed into a broader technological literacy approach comprising of

      technological knowledge, technological process, and technological and societal

      values. Thus, the development of teacher knowledge of technology and technology

      education and their technology education practices are crucial for the successful

      implementation of the new technology curriculum proposal.

      The theoretical framework of this thesis is based on the interpretivist paradigm with a

      qualitative case study approach. A two-year study with eight secondary technology

      education teachers in the Solomon Islands was undertaken in 2005 and 2006. The

      teachers existing perceptions of technology and technology education, classroom

      practices and student learning in 2005 are described. The professional development

      programme undertaken in 2006 and its impact on the secondary school teachers'

      perceptions of technology and technology education, classroom practices, and student

      learning in technology education are also examined.

      The preliminary inquiry in 2005 showed that the technology teachers in the Solomon

      Islands held narrow perspectives of technology and technology education, with views

      centring on narrow technical aspects. The teachers' 2005 classroom practices were

      very conservative with technical skills focussed teaching approaches fostered mainly

      rote learning, and their assessment was dominated by summative assessment foci. The

      2005 findings were used as a basis for a professional development to prepare teachers

      to become more effective when teaching the proposed technology curriculum. A

      professional development intervention programme was undertaken in 2006. It was

      based on key professional development principles of teacher support and teacher

      reflection and sharing. It was on-going and was undertaken over time. A social

      constructivist learning model was used by the professiosnal development provider to

      iii

      help bring about teacher change. This programme built on the localised context and

      was crafted around best practices from other professional developemnt models.

      The study provides empirical evidence that the professional development intervention

      programme had a positive impact on the teachers' perceptions of technology and

      technology education, and teachers' teaching practices which changed from having a

      technical education focus to a technology education focus. There were strong links

      between teachers' perceptions and their classroom practices. When teachers

      developed robust knowledge about technology and technology education, and used

      appropriate technology education specific pedagogies they were able to successfully

      implement the new Solomon Island technology education curriculum. The positive

      impact of the professional development programme on teachers' understandings of

      the nature of technology and technology education, their classroom practices, and

      student learning demonstrate its effectiveness. The success of the professional

      development model justifies the recommendation for its wider use in other developing

      countries with similar contexts and situations to the Solomon Islands.
      Date
      2009
      Type
      Thesis
      Degree Name
      Doctor of Philosophy (PhD)
      Publisher
      The University of Waikato
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