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Analysing teacher knowledge for technology education in primary schools

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Analysing teacher knowledge for technology education in primary schools

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Samenvatting

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.

Toon meer
OrganisatieFontys Hogescholen
AfdelingFontys PABO Limburg
Gepubliceerd inInternational Journal of Technology and Design Education
Jaar2010
TypeArtikel
TaalEngels

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