An emancipation framework for technology education teachers: an action research study.
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| Title: | An emancipation framework for technology education teachers: an action research study. |
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| Authors: | Mapotse, Tomé1 mapotta@unisa.ac.za |
| Source: | International Journal of Technology & Design Education. May2015, Vol. 25 Issue 2, p213-225. 13p. |
| Subject Terms: | *Technology teachers, *Curriculum frameworks, *Action research, *Critical theory, *Technology education (Secondary), *Teacher training, *Adults, *Secondary education |
| Abstract: | This article reports on how action research (AR) was influential in designing an educational instrument to contribute to emancipating teachers with no formal training to teach technology as a subject in secondary schools. The subject technology is referred to using different names in different countries. Some call it 'science and technology' (Malawi/Bangladesh), others label it as 'design and technology' (UK/Botswana), in some instances it is dubbed 'technology learning area' (SA), while others term it 'technology education' (TE) (US/NZ/SA). A sample of 18 technology teachers from five secondary schools was engaged in the AR project reported on in this study. The research was designed from both a critical theory perspective and a participatory paradigm. Instruments used to gather data included observations, interviews, field notes, video recordings of lesson presentations and logs of meetings. The research findings revealed that most technology teachers in this study were neither trained nor qualified to facilitate technology or to teach it with confidence. An AR intervention was introduced, which changed the teachers' situation by generating an instrument. The instrument generated in this study is only a framework, which could contribute towards emancipating incapacitated technology teachers. Even though this framework is applicable to TE, it could hopefully be adopted and adapted for use in other subjects as a way to enhance teachers' content knowledge and pedagogy. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Technology & Design Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 102203149 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: An emancipation framework for technology education teachers: an action research study. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Mapotse%2C+Tomé%22">Mapotse, Tomé</searchLink><relatesTo>1</relatesTo><i> mapotta@unisa.ac.za</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Technology+%26+Design+Education%22">International Journal of Technology & Design Education</searchLink>. May2015, Vol. 25 Issue 2, p213-225. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Technology+teachers%22">Technology teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+frameworks%22">Curriculum frameworks</searchLink><br />*<searchLink fieldCode="DE" term="%22Action+research%22">Action research</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+theory%22">Critical theory</searchLink><br />*<searchLink fieldCode="DE" term="%22Technology+education+%28Secondary%29%22">Technology education (Secondary)</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Adults%22">Adults</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This article reports on how action research (AR) was influential in designing an educational instrument to contribute to emancipating teachers with no formal training to teach technology as a subject in secondary schools. The subject technology is referred to using different names in different countries. Some call it 'science and technology' (Malawi/Bangladesh), others label it as 'design and technology' (UK/Botswana), in some instances it is dubbed 'technology learning area' (SA), while others term it 'technology education' (TE) (US/NZ/SA). A sample of 18 technology teachers from five secondary schools was engaged in the AR project reported on in this study. The research was designed from both a critical theory perspective and a participatory paradigm. Instruments used to gather data included observations, interviews, field notes, video recordings of lesson presentations and logs of meetings. The research findings revealed that most technology teachers in this study were neither trained nor qualified to facilitate technology or to teach it with confidence. An AR intervention was introduced, which changed the teachers' situation by generating an instrument. The instrument generated in this study is only a framework, which could contribute towards emancipating incapacitated technology teachers. Even though this framework is applicable to TE, it could hopefully be adopted and adapted for use in other subjects as a way to enhance teachers' content knowledge and pedagogy. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Technology & Design Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=102203149 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10798-014-9275-y Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 213 Subjects: – SubjectFull: Technology teachers Type: general – SubjectFull: Curriculum frameworks Type: general – SubjectFull: Action research Type: general – SubjectFull: Critical theory Type: general – SubjectFull: Technology education (Secondary) Type: general – SubjectFull: Teacher training Type: general – SubjectFull: Adults Type: general – SubjectFull: Secondary education Type: general Titles: – TitleFull: An emancipation framework for technology education teachers: an action research study. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Mapotse, Tomé IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2015 Type: published Y: 2015 Identifiers: – Type: issn-print Value: 09577572 Numbering: – Type: volume Value: 25 – Type: issue Value: 2 Titles: – TitleFull: International Journal of Technology & Design Education Type: main |
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