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- W4210442090 abstract "In New Zealand, the technology curriculum can be positioned to expose students to future-focussed learning. The subject affords opportunities for pedagogical practice to be responsive to student interests and focussed on technological-related issues and societal needs, in a variety of learning contexts and technological areas. This chapter is derived from qualitative research, which uncovered new knowledge about the nature of technology education for six secondary teachers in New Zealand, using a combination of interpretive, sociocultural, and case study methods. Data relied on several primary sources, including the New Zealand Curriculum and its supporting materials, two or three semi-structured interviews per participant, lesson observations, department meetings, teacher reflections, and teacher-generated resources. The findings confirmed that there was disparity between some teachers’ perceptions of the nature of technology education, and their emerging practice. Recommendations are made to advocate for strategies that assist teachers to develop new understandings and foster an environment that prioritise learners’ innovative thinking and future-focussed technological outcomes. There is a particular focus on aspects of curriculum practice that will support teachers to navigate the thresholds of understanding that they might find troublesome and to facilitate a transformation in both thinking and practice in technology education." @default.
- W4210442090 created "2022-02-08" @default.
- W4210442090 creator A5004018257 @default.
- W4210442090 date "2022-01-01" @default.
- W4210442090 modified "2023-09-23" @default.
- W4210442090 title "Exploring Teachers’ Perceptions and Strategies for Curriculum Practice in Technology Education" @default.
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- W4210442090 doi "https://doi.org/10.1007/978-981-16-7885-1_4" @default.
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