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Doyle, A., Seery, N. & Gumaelius, L. (2019). Operationalising pedagogical content knowledge research in technology education: Considerations for methodological approaches to exploring enacted practice. British Educational Research Journal
Open this publication in new window or tab >>Operationalising pedagogical content knowledge research in technology education: Considerations for methodological approaches to exploring enacted practice
2019 (English)In: British Educational Research Journal, ISSN 0141-1926, E-ISSN 1469-3518Article in journal (Refereed) Published
Abstract [en]

Like many areas of curricula internationally, technology education has encountered difficulties in achieving continuity between the rhetoric of prevailing policy and the reality of enacted practices. In technology education, the conceptually oriented nature of curricular goals is theorised to play a significant part in influencing this relationship. One way in which investigations of this relationship have been approached is considering the application of pedagogical content knowledge (PCK) frameworks as a mechanism to understand the interaction of teachers’ knowledge and enacted practices. However, understanding from the philosophy of technology, and the technology education literature, suggests that technology education treats knowledge differently to many other disciplines. As a result of this, the interactions between teachers’ beliefs and knowledge are theorised to play a more significant role in influencing enacted practice in technology education. Building on this perspective, this article considers the need to investigate the roles of teachers’ knowledge and beliefs, and the interactions between these, in the investigation of enacted practice. Further to this, the article problematises the potential for a dominance of exploratory research, though acknowledging the need for research within different paradigms; a common frame of reference is advocated. In advocating a more holistic approach to investigating enacted practice, and the factors which may influence teachers’ enactment of teaching practice, it is envisioned that this article takes a step towards methodological coherence regarding the study of enacted practice in technology education.

Keywords
enacted practice; pedagogical content knowledge (PCK); teacher beliefs; methodological approach; technology education
National Category
Pedagogical Work Pedagogy Learning
Research subject
Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-252432 (URN)10.1002/berj.3524 (DOI)2-s2.0-85066010435 (Scopus ID)
Note

QC 20190603

Available from: 2019-05-28 Created: 2019-05-28 Last updated: 2019-06-03Bibliographically approved
Doyle, A., Hartell, E. & Björk, H. (2019). Programmering i mellanstadiets teknikämne. In: Helena Björk, Andrew Doyle, Eva Hartell, Riikka Hohti, Mathias Mose Olesen, Kathrin Otrell-Cass, Bjarne Paulsen, Olli Rekonen & Katariina Stenberg. (Ed.), Beyond technology: Barns röst och digitala skolverkligheter (pp. 14-17). Ålborg, Danmark: Aalborg University
Open this publication in new window or tab >>Programmering i mellanstadiets teknikämne
2019 (Swedish)In: Beyond technology: Barns röst och digitala skolverkligheter / [ed] Helena Björk, Andrew Doyle, Eva Hartell, Riikka Hohti, Mathias Mose Olesen, Kathrin Otrell-Cass, Bjarne Paulsen, Olli Rekonen & Katariina Stenberg., Ålborg, Danmark: Aalborg University , 2019, p. 14-17Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Ålborg, Danmark: Aalborg University, 2019
Keywords
practitioner based research, technology eduction, primary programming, digitalisation, praktiknära forskning, teknikundervisning, digitalisering, programmeringsundervisning
National Category
Educational Sciences
Research subject
Technology and Learning
Identifiers
urn:nbn:se:kth:diva-263230 (URN)978-87-93058-70-5 (ISBN)
Projects
Beyond technology
Note

Funded by Nordplus Junior. Translations in English, Finnish and Danish is availble upon request by authors. QC 20191209

Available from: 2019-11-04 Created: 2019-11-04 Last updated: 2019-12-09Bibliographically approved
Hartell, E., Doyle, A. & Gumaelius, L. (2019). Teachers’ attitudes towards teaching programming in Swedish Technology education.. In: Sarah Pulé & Marc J. de Vries (Ed.), Developing a knowledge economy trough technology and engineering education: PATT37, Msida, Malta. 3–6 June, 2019.. Paper presented at PATT 37, Pupils Attitudes Towards Technology (pp. 195-202). Msida, Malta: University of Malta
Open this publication in new window or tab >>Teachers’ attitudes towards teaching programming in Swedish Technology education.
2019 (English)In: Developing a knowledge economy trough technology and engineering education: PATT37, Msida, Malta. 3–6 June, 2019. / [ed] Sarah Pulé & Marc J. de Vries, Msida, Malta: University of Malta , 2019, p. 195-202Conference paper, Published paper (Refereed)
Abstract [en]

Programming was introduced as a core-content in the Swedish national curriculum during a 2018 revision. The introduction of programming as part of Technology and Mathematics has been surrounded with a lot of questions of how, when, what and by whom programming should be taught. It is acknowledged that teachers do not often have the content expertise or confidence in teaching ‘new’ topics as they are assigned to curricula. Previous research has explored this through the lens of teacher self-efficacy, where results have indicated that teachers’ self-efficacy in a particular area is important for creating effective learning opportunities for pupils in school. 

This paper reports on preliminary findings from an on-going project focusing on teacher self-efficacy in relation to the introduction of programming to the primary Technology curriculum. The projects’ objectives were to increase teachers' self-efficacy to teach programming in the Technology subject, and as a result of this, increase learning opportunities for the pupils. 

In order to be able to measure teachers’ development of self-efficacy towards teaching primary programming an instrument was developed based on an existing instrument used for measuring self-efficacy for science teaching. The Dimensions of Attitudes towards Programming (DAP) instrument was designed and piloted in two schools. The preliminary findings show that the DAP-instrument fulfilled its purpose within this project but needs to be further validated to become a valid instrument to measure teachers’ self-efficacy in programming in a broader sense. Two themes identified from the analysis are discussed in this paper; (1) a lack of confidence in teaching programming, which appeared to ultimately result in, (2) teachers’ questioning the why behind teaching programming in the Swedish primary school.

Place, publisher, year, edition, pages
Msida, Malta: University of Malta, 2019
Series
PATT proceedings
Keywords
programming, self-efficacy, Technology education, primary education, programmering, teknikämnet, self-efficacy, lågstadiet
National Category
Educational Sciences
Research subject
Technology and Learning; Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-252812 (URN)9789995714796 (ISBN)
Conference
PATT 37, Pupils Attitudes Towards Technology
Projects
Tillit till IT
Note

QC 20190819

Available from: 2019-06-10 Created: 2019-06-10 Last updated: 2019-08-19Bibliographically approved
Doyle, A. (2018). Review of: Re-examining Pedagogical Content Knowledge in Science Education [Review]. Australasian Journal of Technology Education, 5
Open this publication in new window or tab >>Review of: Re-examining Pedagogical Content Knowledge in Science Education
2018 (English)In: Australasian Journal of Technology Education, ISSN 2382-2007, Vol. 5Article, book review (Other academic) Published
National Category
Educational Sciences
Research subject
Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-231986 (URN)10.15663/ajte.v5i0.63 (DOI)
Note

QC 20180717

Available from: 2018-07-06 Created: 2018-07-06 Last updated: 2019-08-30Bibliographically approved
Doyle, A., Seery, N. & Canty, D. (2016). Exploring the relationship between technology teachers orientations towards teaching and their associated professional life phases. In: de Vries, Marc J; Bekker-Holtland, Arien; and van Dijk, Gerald (Ed.), PATT-32 Proceedings: Technology Education for 21st Century Skills. Paper presented at PATT-32: Technology education for 21st century skills (pp. 141-149). Utrecht, the Netherlands
Open this publication in new window or tab >>Exploring the relationship between technology teachers orientations towards teaching and their associated professional life phases
2016 (English)In: PATT-32 Proceedings: Technology Education for 21st Century Skills / [ed] de Vries, Marc J; Bekker-Holtland, Arien; and van Dijk, Gerald, Utrecht, the Netherlands, 2016, p. 141-149Conference paper, Published paper (Refereed)
Abstract [en]

It is widely agreed that developed pedagogical content knowledge (PCK) is a knowledge base unique to teachers. Therefore, the successful development of a teacher can be evaluated in terms of an evolved PCK. However, research has shown that teachers in later professional life phases (PLP’s) are at a greater risk of being less effective (Day & Gu, 2007). Given that the rational and grade point-orientated nature of the Irish education system hinders the development of an integrated pedagogy (Commission on the Points System, 1999; Hennessy, Hinchion, & Mcnamara, 2011), this paper explores the relationship between technology teachers’ PLP and their orientations towards teaching as a critical construct of PCK.The study cohort consisted of practicing technology teachers (n=9) ranging in experience from 4 to 31 years of classroom practice. An interpretive research methodology was employed whereby participants were involved in semi-structured interviews focused on eliciting an understanding of participants’ knowledge and beliefs around the purposes and goals of teaching technology. The findings suggest that technology teachers’ orientation towards teaching varies as teachers’ progress through their teaching career. It emerged that participants in earlier PLP’s are more likely to display a pupil-centred orientation towards teaching whereas teachers in later PLP’s are inclined to adopt transmission pedagogies suggesting a teacher-centred orientation towards teaching.

Place, publisher, year, edition, pages
Utrecht, the Netherlands: , 2016
Keywords
Technology education, pedagogical content knowledge, professional life phases
National Category
Pedagogy Educational Sciences Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:kth:diva-226711 (URN)
Conference
PATT-32: Technology education for 21st century skills
Note

QC 20180507

Available from: 2018-04-25 Created: 2018-04-25 Last updated: 2018-07-17Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-1993-683x

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