Technology Education in Primary School in Sweden: A Study of Teachers' Views on Teaching Strategies and Subject Content

Fahrman, Birgit; Gumaelius, Lena; Norström, Per

doi:10.18260/p.24834

Cited by 2 publications

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“…Till grund för detta ligger min avhandling Lärares transformering av teknikämnet: Om lärares attityder till ämnet och syn på teknisk kunskap i teknikundervisningen [1]. Avhandlingen ger perspektiv på teknikämnets kunskapsinnehåll och hur lärare omvandlar teknikämnet till undervisning.…”

Section: Charlotta Nordlöfunclassified

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2024

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En skolas traditioner och vanor kan begränsa vilka kunskaper och syften som dominerar i teknikundervisningen. I den här texten presenteras tre kunskapskategorier som har sitt ursprung i olika kunskapstraditioner. Dessutom presenteras två begrepp - ingenjörsförmågor och medborgarförmågor – som refererar till två långsiktiga syften med teknikundervisning. Resultaten är hämtade från min avhandling som bland annat handlar om vilket teknikinnehåll tekniklärare betonar i sin undervisning. Dessa resultat, som kommer att utvecklas i texten, kan bli ett stöd för lärare när de behöver förhålla sig till tolkningsutrymmet som finns i läroplanen. Resultaten kan därmed bidra till att bredda synen på teknikämnet och dess innehåll.

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Section: Charlotta Nordlöfunclassified

“…Görande tar ofta mycket tid och kan riskera att äta upp en stor del av teknikämnets undervisningstid [1,5]. I rapporten från Skolinspektionen beskrivs att det kan vara svårt för lärare att sätta ord på vad eleverna ska lära sig, vilket kan vara en anledning till att fokus dras mot görandet.…”

Section: Traditioner Och Vanor Kan Begränsaunclassified

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Nordlöf

2024

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“…This naturally influences the teaching practices as well as pupils' learning. These difficulties may, according to Fahrman et al (2015), be seen as a consequence of a curriculum that is too broad and extensive, as well as insufficient subject training or lack of time.…”

Section: The Subject Of Technology In Swedenmentioning

confidence: 99%

Experienced technology teachers’ teaching practices

Fahrman

Norström

Gumaelius

et al. 2019

Int J Technol Des Educ

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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.

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Technology Education in Primary School in Sweden: A Study of Teachers' Views on Teaching Strategies and Subject Content

Cited by 2 publications

References 3 publications

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