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Exploring the relationship between technology teachers orientations towards teaching and their associated professional life phases
University of Limerick, Limerick, Ireland..ORCID iD: 0000-0003-1993-683X
University of Limerick, Limerick, Ireland..ORCID iD: 0000-0003-4199-4753
University of Limerick, Limerick, Ireland..ORCID iD: 0000-0003-4819-0424
2016 (English)In: Exploring the relationship between technology teachers orientations towards teaching and their associated professional life phases / [ed] de Vries, Marc J; Bekker-Holtland, Arien; and van Dijk, Gerald, Utrecht, the Netherlands, 2016Conference 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.
Keyword [en]
Technology education, pedagogical content knowledge, professional life phases
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:kth:diva-226711OAI: oai:DiVA.org:kth-226711DiVA, id: diva2:1201464
Conference
PATT-32: Technology education for 21st century skills
Note

QC 20180507

Available from: 2018-04-25 Created: 2018-04-25 Last updated: 2018-05-07Bibliographically approved

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CiteExportLink to record
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