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Professional Continuity: Investigating the Alignment of Technology Teachers’ Internal Capability Constructs
KTH, School of Education and Communication in Engineering Science (ECE), Learning. Athlone Institute of Technology, Athlone, Ireland..ORCID iD: 0000-0003-4199-4753
University of Limerick, Limerick, Ireland..ORCID iD: 0000-0003-4819-0424
University of Limerick, Limerick, Ireland..
2017 (English)In: In Proceedings of the Pupils Attitudes Towards Technology (PATT-34) Conference: Technology & Engineering Education - Fostering the Creativity of Youth Around the Globe. 10-14th July, Philadelphia, Pennsylvania, USA., 2017Conference paper, Published paper (Refereed)
Abstract [en]

In contemporary education, teachers’ epistemological beliefs governing what and how to teach are important due to their influence on practice, pedagogy, assessment, and the learner. Teachers’ beliefs are perhaps of more significance in technology education as defining clear subject boundaries regarding ‘what to teach’ has traditionally proven difficult. Despite this, there are recognisable practices, processes and outputs that are considered of value to the learner. This research sets out to explore the level of professional continuity among educators regarding such outputs in technology education.

Initial data collection involved the generation of authentic evidence in response to an open design task. Participants were sought from five schools across Ireland. The cohort consisted of first- and second-year technology education pupils (n=64) in post-primary education. Following this, technology teachers (n=27) were engaged in the holistic assessment of pupil work utilising the Adaptive Comparative Judgment (ACJ) method. The ACJ method relies on a series of binary judgments between two pieces of evidence, effectively producing a rank order of evidence.

In alignment with previous studies utilising the ACJ method, teachers generated very high levels of reliability when tasked with the adjudication of pupil work, despite the lack of assessment criteria. This suggests an implicit understanding of capability among teachers, irrespective of variables such as culture, context or curricula. Interestingly however, not all teachers engaged in judgements agreed consensually. Taking cognisance of this, an analysis of constructs of capability highlighted five criteria that governed teachers’ adjudication on portfolios. The significance of these criteria and the continuity between teachers’ constructs of capability is discussed.  

Place, publisher, year, edition, pages
2017.
Keyword [en]
Technology Education, Construct of Capability, Professional Continuity
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:kth:diva-217098OAI: oai:DiVA.org:kth-217098DiVA: diva2:1153624
Conference
Proceedings of the Pupils Attitudes Towards Technology (PATT-34) 2017
Note

QC 20171031

Available from: 2017-10-31 Created: 2017-10-31 Last updated: 2017-10-31Bibliographically approved

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