Technology education in New Zealand context: Disparate approaches to meaning making of the curriculum and the implications for teachers’ evolving knowledge for practice.

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dc.contributor.authorReinsfield, Elizabethen_NZ
dc.date.accessioned2018-03-11T23:30:37Z
dc.date.available2016en_NZ
dc.date.available2018-03-11T23:30:37Z
dc.date.issued2016en_NZ
dc.description.abstractTechnology education in the New Zealand context provides an opportunity for schools and teachers to offer future-focused, and innovative learning opportunities for all their learners, regardless of social or academic need. Teacher perceptions of the purpose of technology education influences the way that they interpret and make meaning of the curriculum in their school context. This article draws upon the emerging findings from a research project which explores how teachers’ knowledge of practice was mediated during professional development in two secondary schools. The findings suggest that teachers’ understandings can be deduced from their use of language, which is shaped in culturally meaningful ways. The article draws upon activity theory to illustrate two disparate approaches to discussing the delivery of technology education in the New Zealand context.en_NZ
dc.format.mimetypeapplication/pdf
dc.identifier.citationReinsfield, E. (2016). Technology education in New Zealand context: Disparate approaches to meaning making of the curriculum and the implications for teachers’ evolving knowledge for practice. Australasian Journal of Technology Education, 3(1). https://doi.org/10.15663/ajte.v3i1.39en
dc.identifier.doi10.15663/ajte.v3i1.39en_NZ
dc.identifier.eissn2382-2007en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/11724
dc.language.isoen
dc.publisherUniversity of Waikatoen_NZ
dc.relation.isPartOfAustralasian Journal of Technology Educationen_NZ
dc.rightsThis article is published under a Creative Commons Attribution License. © 2016 Copyright with the author.
dc.subjectActivity theory
dc.subjectcurriculum
dc.subjectknowledge for practice
dc.subjectmeaning making
dc.subjectprofessional development
dc.subjecttechnology teachers’ perceptions
dc.titleTechnology education in New Zealand context: Disparate approaches to meaning making of the curriculum and the implications for teachers’ evolving knowledge for practice.en_NZ
dc.typeJournal Article
pubs.elements-id213294
pubs.issue1en_NZ
pubs.notesQA Attacheden_NZ
pubs.organisational-group/Waikato
pubs.organisational-group/Waikato/2018 PBRF
pubs.organisational-group/Waikato/FEDU
pubs.organisational-group/Waikato/FEDU/2018 PBRF - FEDU
pubs.organisational-group/Waikato/FEDU/Te Hononga School of Curriculum and Pedagogy
pubs.publication-statusPublisheden_NZ
pubs.user.infoReinsfield, Elizabeth (reinsl@waikato.ac.nz)
pubs.volume3en_NZ
uow.verification.statusverified
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