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Lärares transformering av teknikämnet: Om lärares attityder till ämnet och syn på teknisk kunskap i teknikundervisningen
Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0002-6177-3897
2022 (Swedish)Doctoral thesis, comprehensive summary (Other academic)Alternative title
Teachers’ Transformation of the Technology Subject : On teachers’ attitudes to the school subject and views of technological knowledge in technology education (English)
Abstract [sv]

En lärare behöver i sitt arbete göra val och fatta beslut som påverkar vilken undervisning eleverna får möta. Skolämnet teknik, som är ett av grundskolans obligatoriska ämnen redan från lågstadiet, har sina specifika förutsättningar och traditioner. I avhandlingen undersöks hur lärare i grundskolan tolkar teknikämnet och formar teknikundervisningen – hur lärare transformerar teknikämnet. Två perspektiv på lärares transformering ligger till grund de ingående studierna: lärares attityder till teknik-undervisning samt lärares syn på kunskap i teknikämnet.   

I de fyra ingående artiklarna har olika forskningsansatser och metoder använts. En studie är kvantitativ och utgår från en enkätstudie som analyserats med olika statistiska metoder. Två studier är kvalitativa där intervjuer är metoden för den ena och fokusgrupper är metoden för den andra. I både den kvantitativa och de kvalitativa studierna är det lärare som undervisar i teknik i grundskolan i Sverige som är informanter. I avhandlingen finns också en teoretisk artikel som genom argumentation och resonemang utvecklar ett ramverk för kunskap i teknikundervisning.   

Resultaten bidrar till en ökad förståelse av lärares attityder till teknik-ämnet – attityder kan se olika ut och påverkas av olika variabler. Ett av delresultaten är ett ramverk för kunskap i teknikundervisning som beskriver tre kunskapskategorier i teknikämnet, vilket kan användas som teoretiskt ramverk i forskning eller i planering och utvärdering av undervisning i teknik. Ett annat delresultat handlar om ny förståelse av hur lärare talar om kunskap i teknikundervisning och innebär att lärares syn på kunskap är bred och inkluderar mer än vad ett ramverk för kunskap gör. Det övergripande resultatet visar på aspekter som har betydelse för lärares transformering av teknikämnet. Det är både aspekter hos läraren själv såsom kunskap och attityder liksom aspekter utanför läraren som tid och kultur och traditioner på skolan. Lärarens val, mål och syften är betydelsefulla för transformeringen. För att omsätta resultaten till implikationer diskuteras begreppet medvetenhet i relation till transformering. Genom att vara medveten om att transformering sker och att ha medvetenhet om att transformering påverkas av olika aspekter så kan olika aktörer bidra till en utveckling av teknikundervisningen i grundskolan. Medvetenheten av transformering kan underlätta för läraren att hålla fokus på målen och ämnesinnehållet i teknikämnet.   

Abstract [en]

A teacher needs to make choices and decisions that affect what teaching students are exposed to. The school subject of technology is mandatory in Swedish compulsory-level schools (grades 1–9) and is a subject with its own traditions and presumptions. This thesis examines how teachers perceive and shape technology education – their transformation of the subject of technology for teaching. Two aspects of transformation are explored: teachers’ attitudes towards technology education and teachers’ views of knowledge in technology education.   

The study employs different research designs in each of the four articles. One study analyses quantitative survey data using statistic methods. One study is based on qualitative data from interviews, and another uses qualitative data from focus groups. These three data-oriented studies recruited teachers teaching technology in Swedish compulsory schools as participants. The fourth article is theoretical in nature and uses philosophical argumentation and reasoning to develop a framework for researching knowledge in technology education.  

The results contribute to our understanding of teachers’ attitudes towards technology education – attitudes may look different and be affected by different variables. Another result is a framework for technology education based on knowledge traditions, which can be used in research or in teaching. The research also contributes new understandings about how teachers talk about knowledge in technology education, showing that teachers have a broad view of knowledge that includes more than what is included in the framework for technology education. The overall results identify several aspects of teachers’ transformation of the subject of technology. Some of these aspects pertain to the teachers themselves, such as their knowledge and attitudes. Others regard aspects external to teachers, such as time-related aspects and school culture and traditions. Teachers’ choices, goals and purposes are significant for how they transform technology into teaching practices. In seeking to move from the results of my research towards its implications, I discuss the awareness of transformation. By being aware that teaching involves transformation, and by being aware of the different aspects that affect this transformation, school and university stakeholders can contribute to the development of technology education. Being aware of the transformations involved in teaching may make it easier for teachers to stay focused on the goals and content of the subject of technology.   

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2022. , p. 179
Series
Studies in Science and Technology Education, ISSN 1652-5051 ; 114
Keywords [en]
Technology education, Technology, Teachers, Attitudes, Knowledge, Transformation
Keywords [sv]
Teknikundervisning, Teknik, Lärare, Attityder, Kunskap, Transformering
National Category
Didactics
Identifiers
URN: urn:nbn:se:liu:diva-189738DOI: 10.3384/9789179294076ISBN: 9789179294069 (print)ISBN: 9789179294076 (electronic)OAI: oai:DiVA.org:liu-189738DiVA, id: diva2:1708819
Public defence
2022-12-09, K4, Kåkenhus, Campus Norrköping, Norrköping, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2022-11-07 Created: 2022-11-07 Last updated: 2022-11-16Bibliographically approved
List of papers
1. Swedish Technology Teachers’ Attitudes to their Subject and its Teaching
Open this publication in new window or tab >>Swedish Technology Teachers’ Attitudes to their Subject and its Teaching
2017 (English)In: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138, Vol. 35, no 2, p. 195-214Article in journal (Refereed) Published
Abstract [en]

Background: From previous research among science teachers itis known that teachers’ attitudes to their subjects affect important aspects of their teaching, including their confidence and the amount of time they spend teaching the subject. In contrast, less is known about technology teachers’ attitudes.

Purpose: Therefore, the aim of this study is to investigate Swedish technology teachers’ attitudes toward their subject, and how these attitudes may be related to background variables.

Sample: Technology teachers in Swedish compulsory schools(n = 1153) responded to a questionnaire about teachers’ attitudes,experiences, and background.

Methods: Exploratory factor analysis was used to investigate attitude dimensions of the questionnaire. Groupings of teachers based on attitudes were identified through cluster analysis, and multinomial logistic regression was performed to investigate the role of teachers’ background variables as predictors for cluster belonging.

Results: Four attitudinal dimensions were identified in the questionnaire, corresponding to distinct components of attitudes.Three teacher clusters were identified among the respondents characterized by positive, negative, and mixed attitudes toward the subject of technology and its teaching, respectively. The most influential predictors of cluster membership were to be qualified for teaching technology, having participated in in-service-training, teaching at a school with a proper overall teaching plan for the subject of technology and teaching at a school with a defined number of teaching hours for the subject.

Conclusions: The results suggest that efforts to increase technology teachers’ qualifications and establishing a fixed number of teaching hours and an overall teaching plan for the subject of technology may yield more positive attitudes among teachers toward technology teaching. In turn, this could improve the status of the subject as well as students’ learning.

Place, publisher, year, edition, pages
London: Taylor & Francis Group, 2017
Keywords
Attitudes; technology education; technology teachers
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-135311 (URN)10.1080/02635143.2017.1295368 (DOI)000400179000005 ()
Available from: 2017-03-13 Created: 2017-03-13 Last updated: 2024-04-19Bibliographically approved
2. Self-efficacy or context dependency?: Exploring teachers’ perceptions of and attitudes towards technology education
Open this publication in new window or tab >>Self-efficacy or context dependency?: Exploring teachers’ perceptions of and attitudes towards technology education
2019 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 29, no 1, p. 123-141Article in journal (Refereed) Published
Abstract [en]

Educational research on attitudes shows that both teaching and student learningare affected by the attitudes of the teacher. The aim of this study is to examine technologyteachers’ perceptions of and attitudes towards teaching technology in Swedish compulsoryschools, focusing on teachers’ perceived control. The following research question is posed:How do the teachers perceive self-efficacy and context dependency in teaching technology?Qualitative interviews were performed with 10 technology teachers in the compulsoryschool (ages 7–16), and the data was analysed using thematic analysis. Based on an attitudeframework, three sub-themes of self-efficacy were found: experience, education andinterest, subject knowledge, and preparation. Furthermore, four sub-themes of contextdependency were found; collegial support, syllabus, resources and status. The results showthat, according to the teachers in this study, self-efficacy mainly comes from experience,education and interest. Moreover, contextual factors can both limit and boost the teachers,but overall there are negative attitudes because of a lack of support and resources, whichimpedes the teaching. Teachers educated in technology education generally express morepositive attitudes and thus seem to have advantages in relation to technology teaching, butstill they sometimes express negative attitudes in the field of perceived control. Someimplications of this study are that it is necessary to promote teacher education in technologyand to reserve resources for technology education in schools, thereby supportingteachers in controlling contextual and internal factors that affect their teaching. Thissupport to teachers is especially important if there is an intention for the subject to developin new directions.

Place, publisher, year, edition, pages
Dordrecht: Springer Science+Business Media B.V., 2019
Keywords
Technology education; Technology teachers; Attitudes; Self-efficacy; Context dependency
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-143310 (URN)10.1007/s10798-017-9431-2 (DOI)000456950800007 ()2-s2.0-85035778879 (Scopus ID)
Available from: 2017-12-03 Created: 2017-12-03 Last updated: 2024-04-19Bibliographically approved
3. Towards a three-part heuristic framework for technology education
Open this publication in new window or tab >>Towards a three-part heuristic framework for technology education
2022 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 32, no 3, p. 1583-1604Article in journal (Refereed) Published
Abstract [en]

There is not one single global version of technology education; curricula and standards have different forms and content. This sometimes leads to difficulties in discussing and comparing technology education internationally. Existing philosophical frameworks of technological knowledge have not been used to any great extent in technology education. In response, the aim of this article is to construct a heuristic framework for technology education, based on professional and academic technological knowledge traditions. We present this framework as an epistemological tripod of technology education with mutually supporting legs. We discuss how this tripod relates to a selection of epistemological views within the philosophy of technology. Furthermore, we apply the framework to the Swedish and English technology curricula, to demonstrate its utility as an analytic tool when discerning differences between national curricula. Each leg of the tripod represents one category of technological knowledge: (1) technical skills, (2) technological scientific knowledge and (3) socio-ethical technical understanding. The heuristic framework is a conceptual model intended for use in discussing, describing, and comparing curriculum components and technology education in general, and potentially also as support for planning and conducting technology teaching. It may facilitate common understanding of technology education between different countries and technology education traditions. Furthermore, it is a potentially powerful tool for concretising the components of technological literacy.

Place, publisher, year, edition, pages
Springer, 2022
Keywords
Technology education; Technological knowledge; Philosophy of technology; Technological literacy
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-175612 (URN)10.1007/s10798-021-09664-8 (DOI)000637634000002 ()
Note

Funding Agencies|Linkoping University

Available from: 2021-05-11 Created: 2021-05-11 Last updated: 2024-04-19
4. Technology teachers talk about knowledge: from uncertainty to technology education competence
Open this publication in new window or tab >>Technology teachers talk about knowledge: from uncertainty to technology education competence
2022 (English)In: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138Article in journal (Refereed) Epub ahead of print
Abstract [en]

Background The subject of technology looks different depending on context. There is also an epistemological complexity to technological knowledge in technology education. Purpose To gain a deeper understanding of the epistemological foundations of the subject of technology and technology teaching, the teachers views are needed. The aim of this study is to examine how teachers discuss technology education, with a particular focus on how they talk about technological knowledge. Sample 19 Technology teachers from compulsory school in Sweden participated. Design and methods Through focus groups, teachers views of knowledge in technology education were collected and then analysed. Results The results consist of three parts. Firstly, it was found that the teachers were unfamiliar with discussing epistemology in technology education. Secondly, interpreting their views of knowledge in technology education through a theoretical framework for knowledge in technology education yielded examples of knowledge from the three constituent categories: technical skills, technological scientific knowledge, and socio-ethical technical understanding. Finally, an inductive analysis revealed two categories based on the teachers broader views of knowledge: civic capabilities and engineering capabilities. Conclusion Overall, the results provide an understanding of teachers ways of describing technological knowledge. The teachers perceived the term knowledge in a broader way than traditional epistemology, including capabilities in their descriptions. We propose a new perspective on the character of knowledge and capability in technology education, called technology education competence. The results of this study point to important aspects of the nature of the subject, which might lead to reflection about what knowledge should be considered of value in the future regarding research but especially development of curricula.

Place, publisher, year, edition, pages
Routledge; Taylor & Francis, 2022
Keywords
Technology education; technological knowledge; epistemology; technology teachers
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-185274 (URN)10.1080/02635143.2022.2070150 (DOI)000792024600001 ()
Available from: 2022-05-25 Created: 2022-05-25 Last updated: 2024-04-19

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