Technology education in New Zealand context: Disparate approaches to meaning making of the curriculum and the implications for teachers’ evolving knowledge for practice.

Reinsfield, Elizabeth

doi:10.15663/ajte.v3i1.39

Cited by 5 publications

(4 citation statements)

References 12 publications

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“…The Mātanga PLD model aligned with Timperley and Alton-Lee's ( 2008) study by identifying that well-structured and planned PLD motivated and enabled personal change. The findings also align with the findings of Reinsfield (2016Reinsfield ( , 2018 and Grundy and Robison (2004), that needs-based and culturally situated professional development is motivational and effective. Drivers for participants' professional learning and development were systemic and needs-based.…”

Section: Teacher Benefitssupporting

confidence: 86%

“…However, some teachers continue to design classroom-based learning according to what is manageable for them. Whilst they might consider student interest, their teaching does not always include negotiating the learning context with students prior to or during its enactment (Reinsfield, 2016). This is likely due to the perception that it is the teacher's responsibility to ensure that the curriculum is translated into practice.…”

Section: How Can We [Integrate] the Key Competencies And Values Into ...mentioning

confidence: 99%

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Innovative professional development for teachers of technology in New Zealand: The Mātanga Project

Fox-Turnbull

2023

AJTE

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The Mātanga (Māori term for expert) project aimed to engage teachers with needs-based professional development with a particular focus on the teacher participants’ perspectives of their developing understandings. This article also explores the subsequent impact on teachers’ students as a result of their engagement with professional learning and development (PLD) in New Zealand. The PLD programme, funded by the Ministry of Education’s Network of Expertise Initiative and delivered by Technology Education New Zealand (TENZ), was designed to foster teachers’ engagement with the technology education curriculum. It also aimed to develop teachers’ specialist identity by focusing on notions of technological and technical thinking, by matching teachers with Mātanga experts. Research findings indicate that teacher professional development was significant. Participants developed a deeper understanding of the benefits of authentic technological practice, as well as the technology curriculum. Some participants also obtained a deeper understanding of the nature of responsive pedagogies, and the role of reflection in professional practice. The programme motivated technology teachers, which translated into a more positive learning environment for their students. Feedback was also sought on the Mātanga Project’s professional development model. Participants identified a number of key benefits gained through their participation. Specialist participants gained an appreciation for the theoretical and historical perspectives of technology, while generalist participants valued their increased curriculum knowledge. Participants found the year-long approach beneficial, particularly because they had access to experts in their area of technology. Participants also identified some limitations for the first iteration of the PLD and suggested improvements for the future.

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Section: Teacher Benefitssupporting

confidence: 86%

Section: How Can We [Integrate] the Key Competencies And Values Into ...mentioning

confidence: 99%

Innovative professional development for teachers of technology in New Zealand: The Mātanga Project

Fox-Turnbull

2023

AJTE

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“…Teachers' perceptions can be represented in diverse ways in relation to the nature and purpose of technology education. In New Zealand, the technology education indicated confused teacher identity with some teachers reverting to historically placed practices, which are technical in nature (Reinsfield, 2016). Teachers' connection to their professional community and evolving specialist identity can also be attributed to their understanding of the nature of technology education and through their emerging practices.…”

Section: Technology Teachers' Specialist Identitymentioning

confidence: 99%

A new approach to professional learning and development for technology teachers in New Zealand: Developing networks of expertise

Reinsfield

Fox-Turnbull

2020

AJTE

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This article presents a study that focuses on the MÄtangaâ€™ (MÄori term for expert) perspectives of their leadership in a professional learning and development (PLD) programme in technology education. Funded by the Ministry of Educationâ€™s Network of Expertise Initiative, the PLD programme was designed and delivered by Technology Education New Zealand (TENZ), to foster teachersâ€™ engagement with the technology education curriculum. It aimed to develop teachers' specialist identity by focusing on Reinsfield and Williamsâ€™ notions of technological and technical thinking, by matching teachers with MÄtanga. The MÄtanga identified various factors affecting the nature of technology education in New Zealand, and had differing understandings and interpretations of technology, which resulted from their professional experiences. They recognised various factors affecting the nature of technology education in New Zealand. Most evident were the tensions in teachersâ€™ curriculum and assessment understanding, and the pressures being placed on practitioners to remain current in their practice.

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“…(MoE, 2017, p. 1) InNewZealand,technologyeducationisamandatorysubjectuntiltheendofjuniorsecondary schooling (Age 13). The nature of students' learning experiences can be impacted by teachers' perceptionsoftheroleoftheirsubject.Attheageof14,studentschoosewhattheywouldliketostudy fortheirseniorsecondaryeducation.Insomesecondaryschools,therecanbeanemphasisonthe teachingofcontentknowledge,whichderivesfromteachers'perceivedneedtoenablespecialization withintechnologicalareas,ortosupportstudents'pathwaystowardstheTrades(e.g.,building)or University study (Jones, 2009;Granshaw, 2015;Reinsfield, 2016Reinsfield, , 2018. For example, learning outcomesintechnologyeducationcanfocusontheskillsand/orassessmentrequirementsneededto preparestudentsforaparticulartheworkplace(suchasBuilding),ratherthanthecapabilitiesthey arelikelytoneedtoadaptinfuturetechnologicaltimes (Reinsfield,2018(Reinsfield, ,2019.Suchpracticesdo notnecessarilyaddressallstudents'learningneedsorinterests.…”

Section: Introductionmentioning

confidence: 99%

Time to Re-Conceptualize the Role of Secondary Schools in New Zealand

Reinsfield

2020

International Journal of Adult Education and Technology

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Technology education in New Zealand has evolved from a subject with technical beginnings, to be a learning area with the potential to develop the types of knowledge and capabilities that students are likely to need in a technologically mediated future. The recent review of the technology education curriculum, and proposed changes for our schooling assessment framework, presents opportunities for teachers to develop or embed their curriculum practices. This article reports on findings from an interpretivist, qualitative study, which considered secondary technology education teachers' perceptions and practice. The findings suggest that participants viewed their subject as a means to predominately develop student skills and specialist content knowledge, and practice was impacted by teacher ability to make meaning of curriculum intent. There is an urgent need to challenge some established teachers' views and teaching practices, which negate or marginalise curriculum policy and intent. Recommendations are made to support the alignment of technical and technological ways of thinking and practice, for those teachers who are motivated by the curriculum, which aims to develop student technological literacy.

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Technology education in New Zealand context: Disparate approaches to meaning making of the curriculum and the implications for teachers’ evolving knowledge for practice.

Cited by 5 publications

References 12 publications

Innovative professional development for teachers of technology in New Zealand: The Mātanga Project

Innovative professional development for teachers of technology in New Zealand: The Mātanga Project

A new approach to professional learning and development for technology teachers in New Zealand: Developing networks of expertise

Time to Re-Conceptualize the Role of Secondary Schools in New Zealand

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