Preservice Primary Teachers' Thinking About Technology and Technology Education

McRobbie, Campbell J.; Ginns, Ian S.; Stein, Sarah

doi:10.1023/a:1008941520152

Cited by 61 publications

(51 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It is generally assumed that SMK is a prerequisite for the development of PCK (Van Driel et al 1998). Furthermore, it is found that SMK is related to confidence in teaching technology (McRobbie et al 2000) and that teachers' concept of technology is related to their pupils' concept of technology (De Vries 2000).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…In a study that aimed to broaden pre-service teachers' perceptions of technology and technology education, many pre-service teachers believed that they had achieved the confidence and capability to teach design and technology in primary school after engagement in a technology unit of study (McRobbie et al 2000). This finding implies that enhanced knowledge is related to enhanced confidence.…”

Section: Attitude Towards Technologymentioning

confidence: 99%

See 1 more Smart Citation

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

View full text Add to dashboard Cite

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.

show abstract

Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Attitude Towards Technologymentioning

confidence: 99%

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

View full text Add to dashboard Cite

show abstract

“…Besides, teachers usually spend less time on subject areas in which their perceived self-efficacy was low (Mulholland and Wallace 2001). In a study that aimed to broaden pre-service teachers' perceptions of technology by engagement in a technology unit of study, many teachers reported they had achieved enough confidence and capability to teach technology in primary schools (McRobbie et al 2000). This implies that enhanced knowledge of the subject is related to enhanced confidence in teaching the subject.…”

Section: Introductionmentioning

confidence: 99%

Analysing teacher knowledge for technology education in primary schools

Rohaan

Taconis

Jochems

2010

Int J Technol Des Educ

View full text Add to dashboard Cite

Teacher knowledge guides a teacher's behaviour in the classroom. Teacher knowledge for technology education is generally assumed to play an important role in affecting pupils' learning in technology. There are an abundant number of teacher knowledge models that visualise different domains of teacher knowledge, but clear empirical evidence on how these domains interact is lacking. Insights into the interaction of teacher knowledge domains could be useful for teacher training. In this study, the hypothesised relations between different domains of teacher knowledge for technology education in primary schools were empirically investigated. Subject matter knowledge, pedagogical content knowledge, attitude, and self-efficacy were measured with tests and questionnaires. Results from a path analysis showed that subject matter knowledge is an important prerequisite for both pedagogical content knowledge and self-efficacy. Subsequently, teachers' self-efficacy was found to have a strong influence on teachers' attitude towards technology. Based on the findings in this study, it is recommended that teacher training should first of all focus on the development of teachers' subject matter knowledge and pedagogical content knowledge. This knowledge will positively affect teachers' confidence in teaching and, in turn, their attitude towards the subject. More confidence in technology teaching and a more positive attitude are expected to increase the frequency of technology education, which consequently increases teaching experience and thereby stimulates the development of teachers' pedagogical content knowledge. This circle of positive reinforcement will eventually contribute to the quality of technology education in primary schools.

show abstract

“…Teachers' attitude towards technology and self-efficacy in teaching technology are important factors. In a study that aimed to broaden pre-service teachers' perceptions of technology by engagement in a technology unit of study, many teachers reported they had achieved enough confidence and capability to teach technology in primary schools (McRobbie et al 2000). This implies that enhanced knowledge of the subject is related to enhanced confidence in teaching the subject.…”

Section: Literature Reviewmentioning

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.

View full text Add to dashboard Cite

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.

show abstract

Preservice Primary Teachers' Thinking About Technology and Technology Education

Cited by 61 publications

References 13 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

Analysing teacher knowledge for technology education in primary schools

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

Contact Info

Product

Resources

About