Reviewing the relations between teachers’ knowledge and pupils’ attitude in the field of primary technology education

Rohaan, EJ Ellen; Taconis, R Ruurd; Jochems, Wmg Wim

doi:10.1007/s10798-008-9055-7

Cited by 109 publications

(87 citation statements)

References 28 publications

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“…In this study, it is empirically investigated how three different domains of technologyspecific teacher knowledge (i.e., SMK, PCK, attitude and self-efficacy) are interrelated. As concluded earlier in a literature review (Rohaan et al 2010), teacher knowledge is found to affect teaching and, in turn, is supposed to affect pupils' concept of and attitude towards technology. Moreover, it is assumed that teachers' SMK positively affects their pupils' concept and that teachers' attitude positively affects their pupils' attitude.…”

Section: Introductionmentioning

confidence: 69%

“…For the present study, three basic knowledge components of PCK for technology education in primary schools were formulated: (1) knowledge of pupils' concept of technology and knowledge of their pre-and misconceptions related to technology (2) knowledge of the nature and purpose of technology education, and (3) knowledge of pedagogical approaches and teaching strategies for technology education (Rohaan et al 2010). Most researchers assume SMK to be a prerequisite for the development of PCK (Van Driel et al 1998).…”

Section: Introductionmentioning

confidence: 99%

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Analysing teacher knowledge for technology education in primary schools

Rohaan

Taconis

Jochems

2010

Int J Technol Des Educ

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Teacher knowledge guides a teacher's behaviour in the classroom. Teacher knowledge for technology education is generally assumed to play an important role in affecting pupils' learning in technology. There are an abundant number of teacher knowledge models that visualise different domains of teacher knowledge, but clear empirical evidence on how these domains interact is lacking. Insights into the interaction of teacher knowledge domains could be useful for teacher training. In this study, the hypothesised relations between different domains of teacher knowledge for technology education in primary schools were empirically investigated. Subject matter knowledge, pedagogical content knowledge, attitude, and self-efficacy were measured with tests and questionnaires. Results from a path analysis showed that subject matter knowledge is an important prerequisite for both pedagogical content knowledge and self-efficacy. Subsequently, teachers' self-efficacy was found to have a strong influence on teachers' attitude towards technology. Based on the findings in this study, it is recommended that teacher training should first of all focus on the development of teachers' subject matter knowledge and pedagogical content knowledge. This knowledge will positively affect teachers' confidence in teaching and, in turn, their attitude towards the subject. More confidence in technology teaching and a more positive attitude are expected to increase the frequency of technology education, which consequently increases teaching experience and thereby stimulates the development of teachers' pedagogical content knowledge. This circle of positive reinforcement will eventually contribute to the quality of technology education in primary schools.

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Section: Introductionmentioning

confidence: 69%

Section: Introductionmentioning

confidence: 99%

Analysing teacher knowledge for technology education in primary schools

Rohaan

Taconis

Jochems

2010

Int J Technol Des Educ

Self Cite

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“…In technology education, teachers' attitudes to technology and technology teaching are considered to be an aspect of teachers' professional knowledge, and teachers' attitudes affect students' attitudes (Rohaan et al 2008). In other fields, e.g.…”

Section: Introductionmentioning

confidence: 99%

Self-efficacy or context dependency?: Exploring teachers’ perceptions of and attitudes towards technology education

Nordlöf

Hällström

Höst

2017

Int J Technol Des Educ

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Educational research on attitudes shows that both teaching and student learning are affected by the attitudes of the teacher. The aim of this study is to examine technology teachers' perceptions of and attitudes towards teaching technology in Swedish compulsory schools, 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 compulsory school (ages 7-16), and the data was analysed using thematic analysis. Based on an attitude framework, three sub-themes of self-efficacy were found: experience, education and interest, subject knowledge, and preparation. Furthermore, four sub-themes of context dependency were found; collegial support, syllabus, resources and status. The results show that, 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, which impedes the teaching. Teachers educated in technology education generally express more positive attitudes and thus seem to have advantages in relation to technology teaching, but still they sometimes express negative attitudes in the field of perceived control. Some implications of this study are that it is necessary to promote teacher education in technology and to reserve resources for technology education in schools, thereby supporting teachers in controlling contextual and internal factors that affect their teaching. This support to teachers is especially important if there is an intention for the subject to develop in new directions.

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“…PCK development is a lengthy process with beginning teachers taking time to acquire the bank of skills and new knowledge needed to become professional teachers who are proficient in their field (Kind, 2009;Rohaan, Taconis, & Jochems, 2010). The process has, however, been shown to be supported by three common factors that contribute to the growth of PCK in early career teachers (Kind, 2009).…”

Section: Knowledge Of Curriculum (What and When To Teach)mentioning

confidence: 99%