Confidence! Its Role in the Creative Teaching and Learning of Design and Technology

Davies, Trevor

doi:10.21061/jte.v12i1.a.2

Cited by 42 publications

(39 citation statements)

References 8 publications

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“…Teachers with low confidence were frustrated about keeping their knowledge and skills updated and failed to encourage pupils which in turn lead to a negative attitude towards technology education (Davies 2000). Generalizing these findings, it is expected that a teacher who has a negative attitude towards technology or has little confidence in teaching technology, reflects this in the classroom, and in turn affects pupils' attitude towards technology.…”

Section: Attitude Towards Technologymentioning

confidence: 94%

Reviewing the relations between teachers’ knowledge and pupils’ attitude in the field of primary technology education

Rohaan

Taconis

Jochems

2008

Int J Technol Des Educ

108

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This literature review reports on the assumed relations between primary school teachers' knowledge of technology and pupils' attitude towards technology. In order to find relevant aspects of technology-specific teacher knowledge, scientific literature in the field of primary technology education was searched. It is found that teacher knowledge is essential for stimulating a positive attitude towards technology in pupils. Particularly, teachers' enhanced Pedagogical Content Knowledge is found to be related to pupils' increased learning and interest in technology. Six aspects of technology-specific teacher knowledge that are likely to play a role in affecting pupils' attitude are identified and schematically presented in a hypothetical diagram. It is concluded that more empirical evidence on the influence of technology-specific teacher knowledge on pupils' attitude is needed. The hypothetical diagram will serve as a helpful tool to investigate the assumed relations between teacher knowledge and pupils' attitude empirically.

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Section: Attitude Towards Technologymentioning

confidence: 94%

Reviewing the relations between teachers’ knowledge and pupils’ attitude in the field of primary technology education

Rohaan

Taconis

Jochems

2008

Int J Technol Des Educ

108

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“…Correspondingly, it can be said that applications that violate respectful requirement of participation in this study were shaped by teacher-centered education and autocratic classroom management approach. In the study conducted by Davies (2000), according to the opinions of the children, teachers ignore them in the decisionmaking process and do not consult their opinions. This research supports the findings of our study regarding respectful and voluntary requirements of participation.…”

Section: Discussionmentioning

confidence: 99%

Perceptions of Prospective Pre-school Teachers Regarding Children’s Right to Participate in Classroom Activities*

2017

EDUC SCI-THEOR PRACT

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“…LS teachers' confidence in the delivery of LS activities and positive attitudes towards their subject play an important role in developing students' creativity and inculcating positive attitudes in them. Davies (2000) concludes that secondary technology teachers impede creativity in their pupils if they themselves lack confidence in their understanding of creativity in technology education. In addition, teachers with low confidence fail to encourage pupils, and this, in turn, leads to a negative attitude towards technology education among students.…”

Section: Discussionmentioning

confidence: 99%

Evaluating the Delivery of Life Skills (LS) at the First Cycle of the Basic Education in the Sultanate of Oman: Teachers’ Perspectives

Jawarneh

2013

J. educ. psychol. stud.

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This study aims at evaluating the delivery of Life Skills (LS) at the first cycle of the basic education in Oman. Information was sought relative to teachers' perception of their abilities and confidence in implementing LS activities, the primary factors that affect teachers' initial involvement in LS, benefits of LS activities for children, how LS activities are being implemented, physical resources that teachers need in implementing LS activities, and barriers to the implementation of LS. The population of this study consisted of all teachers teaching at the first cycle of the basic stage of schooling in Oman (N=2396). A multi-stage random sampling approach was used to select 315 teachers using the 2010/2011 Ministry of Education (MoE) directory. A questionnaire was adopted and modified to gather the required data. To analyze the data, means and standard deviations as well as frequencies and percentages were computed for responses to each item. The study revealed that teachers at the first cycle of the basic education stage possess several skills related to LS delivery. The results, however, revealed that teachers at the first cycle lack the necessary skills to adopt problem-solving approach in the implementation of LS activities, in addition to their incompetency to integrate information technology in LS related instruction. Several barriers to LS delivery were also identified.

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Confidence! Its Role in the Creative Teaching and Learning of Design and Technology

Cited by 42 publications

References 8 publications

Reviewing the relations between teachers’ knowledge and pupils’ attitude in the field of primary technology education

Reviewing the relations between teachers’ knowledge and pupils’ attitude in the field of primary technology education

Perceptions of Prospective Pre-school Teachers Regarding Children’s Right to Participate in Classroom Activities*

Evaluating the Delivery of Life Skills (LS) at the First Cycle of the Basic Education in the Sultanate of Oman: Teachers’ Perspectives

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