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Experienced technology teachers' teaching practices
KTH, School of Industrial Engineering and Management (ITM), Learning.
KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.ORCID iD: 0000-0002-7778-2552
KTH, School of Industrial Engineering and Management (ITM), Learning.ORCID iD: 0000-0002-4115-6584
KTH, School of Industrial Engineering and Management (ITM), Learning.ORCID iD: 0000-0003-3973-3466
2019 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804Article in journal (Refereed) Epub ahead of print
Abstract [en]

Teachers' teaching practice plays a key role in the learning process of pupils, and for teaching to be successful, teachers must have knowledge in many different fields. This obviously also applies to teaching the subject technology. However, lower secondary school technology education in Sweden has reportedly been described in terms of teaching not following the curriculum along with widespread uncertainty among teachers regarding how to design their teaching practices. To address this national challenge, we need to understand the existing technology teaching practice. The purpose of this study is therefore to explore the considerations experienced technology teachers make. The study is based on interviews with technology teachers who work in lower secondary school (13--15-year-old pupils). The collected data consist of teacher's statements regarding their own expertise and teaching practice. To visualize the described teaching practice we have analysed collected data through the lens of pedagogical content knowledge (PCK). The results show both similarities and differences in the teachers' descriptions. Speaking in terms of PCK, the purpose and teaching focus expressed by the respondents, framed within the category `Orientations to teach technology', vary considerably. However, regarding `instructional strategies', the consensus among those experienced teachers is striking. Experienced technology teachers' teaching practices are proven to provide valuable information about the subject's potential, and the findings offer a basis for the future development of the subject of technology as well as future teacher education and professional development courses.

Place, publisher, year, edition, pages
Springer, 2019.
Keywords [en]
technology education, experienced teachers, teachers' practice, PCK, lower secondary school
National Category
Didactics
Research subject
Technology and Learning; Education and Communication in the Technological Sciences
Identifiers
URN: urn:nbn:se:kth:diva-246074DOI: 10.1007/s10798-019-09494-9Scopus ID: 2-s2.0-85060727852OAI: oai:DiVA.org:kth-246074DiVA, id: diva2:1295686
Note

QC 20190318

Available from: 2019-03-12 Created: 2019-03-12 Last updated: 2019-05-10Bibliographically approved

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Publisher's full textScopushttps://doi.org/10.1007/s10798-019-09494-9

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Fahrman, BirgitNorström, PerGumaelius, LenaSkogh, Inga-Britt

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