Experienced technology teachers’ teaching practices

Abstract

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.

Teachers’ Perceptions of Teaching Sustainable Artificial Intelligence: A Design Frame Perspective

“…As a result, teachers' emerging experience is regarded as one resource that could help researchers explore the effective instructional design approach in teaching the emerging subject of technology (e.g., AI). Fahrman et al indicated that teachers' exploration of uncertainty plays a key role in shaping their subsequent teaching, consistent with Dixon et al, who examined how teachers' perceptions from emerging experience led to the formulation of effective strategies for supporting teaching [9,10]. Therefore, the approach of studying emerging experience may be helpful for addressing the poor understanding of what the effective strategies are to overcome teaching barriers in AI education.…”

“…Previous research revealed that teachers' design experience of technology education might be helpful for designing effective instruction to overcome teaching barriers [9][10][11]. The existing effective design experience of technology education includes problem-based learning, cooperative learning, and task-driven learning, which focus on students' ability to master basic information knowledge and skills [12,13].…”

Teaching Practice Patterns in ECE Teacher Program in Distance Education in Indonesia

“…al., stated that the teaching practice carried out by the teacher before he actually became a teacher played a very important role in the learning process in children. In order for the learning process to succeed, the teacher must have sufficient knowledge and experience in several different fields (Fahrman, et. al., 2020).…”

Teacher judgement accuracy of technical abilities in primary education

“…For the development of technical knowledge, it is important, as with other school subjects, that teachers link their instruction and feedback to their pupils' prior knowledge (Ausubel et al, 1968). This requires a correct assessment of this prior knowledge (Fahrman et al, 2020;Slangen et al, 2011;Van de Pol et al, 2010). In the case of subjects such as language and mathematics, teachers can calibrate their estimate based on test results, which leads to a reasonable judgement accuracy (Südkamp et al 2012).…”