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dc.contributor.authorCompton, Vicki
dc.contributor.authorJones, Alister
dc.date.accessioned2012-12-02T20:35:10Z
dc.date.available2012-12-02T20:35:10Z
dc.date.copyright1998-05
dc.date.issued1998
dc.identifier.citationCompton, V., & Jones, A. (1998). Reflecting on Teacher Development in Technology Education: Implications for Future Programmes. International Journal of Technology and Design Education, 8(2), 151-166.en_NZ
dc.identifier.issn1573-1804
dc.identifier.urihttps://hdl.handle.net/10289/6914
dc.description.abstractThis paper reflects on the outcomes of teacher professional development programmes in technology education. These programmes were based on a model which emphasised the importance of teachers developing an understanding of both technological practice and technology education. Two different programmes have been developed and trialed in the New Zealand context. They are the Facilitator Training programme, and the Technology Teacher Development Resource Package programme. This paper will focus on the outcomes of these programmes. The Facilitator Training programme was a year long programme, and ran in 1995 and 1996. It involved training a total of 30 educators – 15 each year, from all over New Zealand. The Resource Package was trialed in 14 schools over a 3–6 month period in 1996. The evaluations indicate the successful nature of these programmes and the usefulness of the model as a basis for the development of teacher professional development in technology education. The programmes reported on in this paper were developed and evaluated as part of two New Zealand Ministry of Education contracts held by the Centre for Science, Mathematics and Technology Education Research.en_NZ
dc.language.isoen
dc.publisherSpringer Verlag
dc.relation.ispartofInternational Journal of Technology and Design Education
dc.subjectprogramme evaluationen_NZ
dc.subjectteacher developmenten_NZ
dc.subjecttechnologyen_NZ
dc.subjecttechnological literacyen_NZ
dc.titleReflecting on teacher development in technology education: Implications for future programmesen_NZ
dc.typeJournal Articleen_NZ
dc.identifier.doi10.1023/A:1008808327436en_NZ
dc.relation.isPartOfInternational Journal of Technology and Design Educationen_NZ
pubs.begin-page151en_NZ
pubs.elements-id39728
pubs.end-page166en_NZ
pubs.volume8en_NZ


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