Criteria for continuing professional development of technology teachers’ professional knowledge: a theoretical perspective

Engelbrecht, Werner; Ankiewicz, Piet

doi:10.1007/s10798-015-9309-0

Cited by 35 publications

(22 citation statements)

References 13 publications

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“…The allure of a concept with the potential to depict expertise in teaching (Abell 2008) and aid in understanding enacted practices (Park and Oliver 2008) has resulted in many calls for PCK research in design and technology (D&T) education (de Vries 2003(de Vries , 2015Engelbrecht and Ankiewicz 2016;Jones et al 2013;Mioduser 2015;Ritz and Martin 2012). Despite theoretical approaches to conceptualising a model for enactment Moreland 2003, 2004), and applied approaches to measuring PCK through multiple choice questionnaires (Rohaan et al 2009(Rohaan et al , 2012, the relationship between PCK and practice in the discipline is not necessarily understood.…”

Section: Introductionmentioning

confidence: 99%

Reconceptualising PCK research in D&T education: proposing a methodological framework to investigate enacted practice

Doyle

Seery

Gumaelius

et al. 2018

Int J Technol Des Educ

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Since first conceived, the concept of pedagogical content knowledge (PCK) has attracted much attention. Despite being lauded by educationalists as the unique knowledge base of teachers, research on the concept over the past 30 years has yet to result in a universally accepted definition being presented. Much of the contentions surrounding the lack of an agreed upon conception appear to have stemmed from difficulties in understanding the relationship between PCK, other areas of teacher knowledge, teacher beliefs, and enacted practice. This paper considers the application of PCK frameworks to design and technology (D&T) education, through an analysis of the nature of the discipline from an ontological and epistemological perspective and contemporary perspectives on the construct of PCK. It is theorised that the volition afforded to teachers in D&T through weakly framed subject boundaries negates the effective application of PCK frameworks, as teachers' beliefs have a greater impact on enacted practices. In an attempt to better understanding enacted practice in D&T education, the paper proposes a methodological framework centred on the interactions between teachers' beliefs and knowledge in the discipline, through synthesising the concept of amplifiers and filters of practice with the nature of D&T education. The proposed framework outlines the need to recognise individual teachers' conception of capability as a critical influence on enacted practice.

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Section: Introductionmentioning

confidence: 99%

Reconceptualising PCK research in D&T education: proposing a methodological framework to investigate enacted practice

Doyle

Seery

Gumaelius

et al. 2018

Int J Technol Des Educ

View full text Add to dashboard Cite

show abstract

“…From this perspective, rather than struggling to function within a structure that limits access to formal training, teachers have the agency to become leaders of learning and managers of change, working to influence and shape the direction of their subject. Teachers, however, need to be supported to access sustained and relevant academic professional development to help ensure they can develop appropriate technological pedagogical knowledge (Engelbrecht and Ankiewicz 2015). Teachers should develop their technology-enhanced practices, so that this activity may become standard practice, not only in order to enhance their own professional development, but also to gain skills they may utilise within their own practice to facilitate multi-literate delivery of 21 st century skills.…”

Section: Alternative Approaches To New Knowledge Creationmentioning

confidence: 99%

STEM education in the twenty-first century: learning at work—an exploration of design and technology teacher perceptions and practices

Irving-Bell

Morrison-Love

Wooff

et al. 2017

Int J Technol Des Educ

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“…Increased attention not only to the economic or technical, but especially to the managerial and socio-organizational side of the innovative process is noted in scientific works in various fields of knowledge (Engelbrecht & Ankiewicz, 2016;Gast, Schildkamp & van der Veen, 2017). Defining the leading role of the organization's managers in their reaction to changes reflects the specifics of the sociological approach to the study of innovation.…”

Section: Introductionmentioning

confidence: 99%

“…The key internal factors include the social and psychological characteristics of the team, the innovative leadership policy, the structure of interpersonal relationships, and so on. In pedagogical research, the educational environment is more often mentioned, emphasizing its role in personality development (Engelbrecht & Ankiewicz, 2016;Gast, Schildkamp & van der Veen, 2017).…”

Section: Introductionmentioning

confidence: 99%

Educational Management of Innovative Pedagogical Process in Higher Education Institutions (HEIs)

Kravchenko

Tymchuk

Pavlysh

et al. 2020

IJHE

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The article proves that one of the objectives of the contemporary high school is developing the potential of all participants of the pedagogical process, giving them opportunities for revealing creative abilities. Such a change in the role of education in society has led to innovative processes. We distinguish the following elements of innovative activity in HEIs: the goal (increasing the efficiency of resource use in the HEIs), the content (the processes of creating and applying the innovations, including regular ones) and the product (the quality of training the graduates of the HEIs). We also identified the following types of innovation: organizational, processive and productive, which are the subjects of innovative activity in the HEIs. Under these circumstances, the planning and application of innovations are considered as the area of involving teachers into innovation activity. We specified the factors increasing the number of innovative activities: organizational and technological preparation of creating innovations is considered pre-innovation activity; the production of innovations depends on research and scientific work; the application of innovations includes the stages of implementation, design and dissemination. We distinguished contextual, educational, scientific and innovative processes and the process of strategic development of human potential. We identified the prospects of researching the innovative environment of HEIs as a condition for effective innovative activity of teachers. Generally, the structure of indirect management of the innovative process includes the main stages of the reflexive regulation of searching a new idea: the stages of criticism, conscious rethinking and normalization of the activity. The organizational structure of such management includes the following stages: diagnostic, regulatory, analytical and verification. Knowledge of the varieties of structures and their main stages is necessary to define the whole system of reflective management, because the innovation process consists of micro-innovation processes, which need to be adjusted in communication. We analysed the basic structural components of the authors’ technology of managing the innovation process at the department level as a structural part of НЕІs.

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Criteria for continuing professional development of technology teachers’ professional knowledge: a theoretical perspective

Cited by 35 publications

References 13 publications

Reconceptualising PCK research in D&T education: proposing a methodological framework to investigate enacted practice

Reconceptualising PCK research in D&T education: proposing a methodological framework to investigate enacted practice

STEM education in the twenty-first century: learning at work—an exploration of design and technology teacher perceptions and practices

Educational Management of Innovative Pedagogical Process in Higher Education Institutions (HEIs)

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