Research Commons
      • Browse 
        • Communities & Collections
        • Titles
        • Authors
        • By Issue Date
        • Subjects
        • Types
        • Series
      • Help 
        • About
        • Collection Policy
        • OA Mandate Guidelines
        • Guidelines FAQ
        • Contact Us
      • My Account 
        • Sign In
        • Register
      View Item 
      •   Research Commons
      • University of Waikato Research
      • Education
      • Education Papers
      • View Item
      •   Research Commons
      • University of Waikato Research
      • Education
      • Education Papers
      • View Item
      JavaScript is disabled for your browser. Some features of this site may not work without it.

      Technology education teacher development in solomon islands: Enhancing teachers’ perceptions and classroom practices

      Sade, David; Moreland, Judy; Jones, Alister
      Thumbnail
      Files
      Solomon islands.pdf
      289.0Kb
      Link
       www.tenz.org.nz
      Citation
      Export citation
      Sade, D., Moreland, J. & Jones, A. (2007). Technology education teacher development in Solomon Islands: Enhancing teachers’ perceptions and classroom practices. In Technology Education New Zealand, Auckland, New Zealand, October 3-5, 2007, (pp. 46-55). Auckland, New Zealand
      Permanent Research Commons link: https://hdl.handle.net/10289/7090
      Abstract
      Technology education in the Solomon Islands is in the process of change with the curriculum being developed into a more broad technological literacy approach, comprising of technological knowledge, technological practices, and the nature of technology. This paper is based on a two-year study (2005 and 2006) with secondary technology education teachers in the Solomon Islands. The first year of the research revealed that technology teachers in the Solomon Islands held narrow perspectives of technology and technology education, with views centering on narrow technical aspects. Classroom practices were teacher-dominated and authoritarian. Most teaching approaches included rote learning. A professional development programme based on the principles of teacher reflection, teacher support, and on-going professional development was undertaken. Workshop days were interspersed with classroom practice. The programme focussed on developing teachers’ views of the nature of technology and learning in technology education, assisting teachers in planning for effective technology teaching and introducing the concept of assessment for effective technology learning. It impacted on teachers’ perceptions and classroom practices. Changes included the teachers’ perceptions of technology and technology education, the teachers’ teaching documents, the teaching pedagogy, the teachers’ assessment practices and the students’ learning styles.
      Date
      2007
      Type
      Conference Contribution
      Publisher
      Technology Education New Zealand
      Rights
      © 2007 Technology Education New Zealand. Used with permission.
      Collections
      • Education Papers [1411]
      Show full item record  

      Usage

      Downloads, last 12 months
      77
       
       

      Usage Statistics

      For this itemFor all of Research Commons

      The University of Waikato - Te Whare Wānanga o WaikatoFeedback and RequestsCopyright and Legal Statement