<p>Educators’ Resistance to the Technology and Engineering Education Transition</p>

Abstract

The purpose of the qualitative grounded theory study was to explore why industrial arts educators resisted organizational change to technology and engineering education. An exploratory, grounded theory method was used to identify new theory related to educators’ resistance because the current literature did not provide a theoretical perspective about why industrial arts educators have resisted the change. The sampling frame was derived from a database of 379 secondary technology and engineering education teachers in the state of Kansas, and a sample size of 13 participants was needed to reach theoretical saturation of the phenomenon. The data for the study was collected through observations and face-to-face semi-structured interviews with in-service industrial education teachers. Data collected from the observations and interviews were analyzed using the three-phase classic grounded theory coding technique. Data analysis and interpretation resulted in the emergence of three substantive theories related to the study phenomenon: (a) inefficacious transition to technology and engineering education, (b) value for technical learning, and (c) industry demand-based change.

The Demise of Traditional Technology and Engineering Education Teacher Preparation Programs and a New Direction for the Profession

“…It is also possible that prospective student teachers are not attracted to the new technology and engineering education teacher preparation programs. Simply put, students who went through more traditional school programs that are still very prevalent (Kelley & Wicklein, 2009;Rigler, 2017;Sanders, 2001) may be more attuned to be industrial arts teachers. For many years, it has been recognized that teachers, enjoying the course, and hobbies are the strongest influences for students to enroll in a technology and engineering education teacher preparation program (Beauter, 1984;Donnell, 1975;Freeland, 2013;Harris, 2008;Weber, 2011;Wright & Custer, 1998).…”

“…Although many students must have enjoyed their courses and teachers in the Pennridge High School program, like in countless other schools throughout the United States influencing them to become a teacher, some would probably be surprised and disappointed to not find the industrial arts courses that they are familiar with in any university's technology and engineering education teacher preparation or engineering program. A mismatch between what is actually occurring in schools (Rigler, 2016(Rigler, , 2017 and what professional associations such as ITEEA and universities profess should be occurring may be discouraging to those entering the teaching profession.…”

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“…It is also possible that prospective student teachers are not attracted to the new technology and engineering education teacher preparation programs. Simply put, students who went through more traditional school programs that are still very prevalent (Kelley & Wicklein, 2009;Rigler, 2017;Sanders, 2001) may be more attuned to be industrial arts teachers. For many years, it has been recognized that teachers, enjoying the course, and hobbies are the strongest influences for students to enroll in a technology and engineering education teacher preparation program (Beauter, 1984;Donnell, 1975;Freeland, 2013;Harris, 2008;Weber, 2011;Wright & Custer, 1998).…”