The reality of STEM education, design and technology teachers’ perceptions: a phenomenographic study

Irving-Bell, Dawne

doi:10.1007/s10798-015-9300-9

Cited by 115 publications

(98 citation statements)

References 21 publications

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“…Furthermore, there are also higher odds of having a positive attitude if the teacher has participated in in-service training. When teachers' perceptions of STEM are studied, the findings show that teachers' personal knowledge and understanding of STEM are connected to effectiveness in the classroom (Bell 2016). A Swedish study (Hartell et al 2015) also shows that teachers without technology teacher education are more unsure about how to teach and assess their students.…”

Section: Self-efficacymentioning

confidence: 98%

“…Diana gives an example of this when she explains how she tries to keep the students within the range of technology education that she feels comfortable in. In a British STEM-context, Design and technology teachers who lack confidence similarly avoid risktaking and thereby they limit the breadth of technology education they provide (Bell 2016).…”

Section: Self-efficacymentioning

confidence: 99%

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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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Section: Self-efficacymentioning

confidence: 98%

Section: Self-efficacymentioning

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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“…Lärare med högt själv-förtroende visar sig undervisa på ett sätt som uppmuntrar risktagande och leder till verklig problemlösning. De med lägre självförtroende och förståelse av STEM håller sig till styrda uppgifter, vilket begränsar undervisningen (Bell, 2016). Enkäten som skickades ut med e-post bestod av 21 frågor och på-ståenden med svarsalternativ och en öppen frågeställning.…”

Section: Lärares Attityder -Kontextuella Faktorerunclassified

Tekniklärares attityder till teknikämnet och teknikundervisningen

Nordlöf¹

2018

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“…In line with many other countries, the UK has adopted a functionalist approach to STEM policy the focus of which is grounded in education and training (Bell, 2016). However, evidence would suggest that funding streams favour mathematics and science (Morgan, 2014a; The House of Lords Select Committee, 2012) rather than the other associated STEM disciplines of design and technology and engineering.…”

Section: Design and Technology: A Valid And Valued Subject?mentioning

confidence: 99%

Analysing design and technology as an educational construct: an investigation into its curriculum position and pedagogical identity

Irving-Bell

Wooff

McLain

et al. 2017

The Curriculum Journal

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Love, D. (2017) Analysing design and technology as an educational construct: an investigation into its curriculum position and pedagogical identity. Curriculum Journal, (doi:10.1080/09585176.2017.1286995) This is the author's final accepted version.There may be differences between this version and the published version. Amidst concerns of an academic decline, tackling the culture of low expectation and anti-intellectualism, the need to address social justice, and its by-product of cultural reproduction, is the focus of current education policy. Set within the UK, this paper presents a critical review of the literature relating to disciplinary knowledge and teaching and learning regimes, specifically seeking to explore the subcultures which exist between design and technology and its associated curricula counterparts that combine to produce science, technology, engineering and mathematics (STEM). The purpose being to proffer an explanation that is supportive in developing an understanding as to why design and technology is perceived by many to be of less value than its STEM counterparts. Situation within a functionalist approach to STEM education policy, findings are discussed in relation to design and technology, which as a subject is caught between the identities of academic and vocational exponents, and it is from this perspective that complex nature and perceived value of design and technology is explored.

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The reality of STEM education, design and technology teachers’ perceptions: a phenomenographic study

Cited by 115 publications

References 21 publications

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

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

Tekniklärares attityder till teknikämnet och teknikundervisningen

Analysing design and technology as an educational construct: an investigation into its curriculum position and pedagogical identity

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