Primary School Teachers’ Development of Subject-Specific Knowledge in Technology during a Design Based Research Project
2013 (English)In: Technology Education for the Future: A Play on Sustainability / [ed] P John Willliams, University of Waikato, New Zealand , 2013, 59-64 p.Conference paper (Refereed)
In this study we examine the development of teachers’ subject-specific knowledge in technology during a design based research project. In the project a researcher collaborated with two primary school teachers in exploring their students’ learning of technology. Throughout the whole project, the teacher-researcher group worked in an iterative and systematic way to explore the students’ learning. The data draws from the groups’ meetings during the whole project. In order to study the potential learning that was taking place among the teacher team during the course of the teaching project, Practical epistemology analysis (PEA) was used. During the project the teachers’ expanding knowledge was based on needs of relations between their understanding of the object of learning (i.e. the capability that the students should develop) and their previous teaching experiences, technical terms and real life examples. An important factor explaining the development of the teachers’ knowledge base was the discussion in the group focusing on different aspects, starting with formulating an object of learning, constructing the pre-test, identifying critical aspects and planning and revising lessons. Our study shows that it is possible for primary school teachers to significantly increase their knowledge base in technology and technology education through design-based teaching.
Place, publisher, year, edition, pages
University of Waikato, New Zealand , 2013. 59-64 p.
Teacher knowledge, design-based research, primary school, technology education, practical epistemology analysis
IdentifiersURN: urn:nbn:se:kth:diva-138531OAI: oai:DiVA.org:kth-138531DiVA: diva2:681296
PATT27; Christchurch, New Zealand, 2-6 December, 2013
QC 201404282013-12-192013-12-192015-03-26Bibliographically approved