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
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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.
