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Primary School Teachers’ Development of Subject-Specific Knowledge in Technology during a Design Based Research Project
KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0001-5257-8208
2013 (English)In: PATT27 Technology Education for the Future: A Play on Sustainability, Christchurch, New Zealand, 2-6 December 2013: A Play on Sustainability / [ed] P John Williams and Dilani Gedera, University of Waikato, New Zealand , 2013, 59-64 p.Conference paper (Refereed)
Abstract [en]

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.
Keyword [en]
Teacher knowledge, design-based research, primary school, technology education, practical epistemology analysis
National Category
Educational Sciences
URN: urn:nbn:se:liu:diva-106138ISBN: 978-0-9922497-2-4OAI: diva2:714122
PATT27 Technology Education for the Future: A Play on Sustainability, Christchurch, New Zealand, 2-6 December 2013
Available from: 2013-12-19 Created: 2014-04-25 Last updated: 2016-05-04Bibliographically approved

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