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Technology teachers’ conceptions of technology teaching in secondary schools in Beijing: a phenomenographic analysis

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Abstract

The aims of the study were to investigate secondary school technology teachers’ conceptions of technology teaching (COTT) in Beijing, China. Data were collected through individual interviews with 13 technology teachers at 10 secondary (including both middle and upper) schools of Beijing. The methodological framework for the study was based on phenomenography. The findings have revealed that technology teaching is conceptualized by these technology teachers as either teacher centered or student centered from the dimension of teaching methods, and knowledge, technology skills, technology literacies from the dimension of teaching objectives and content. This research contributes to the understanding of the COTT among technology teachers in mainland China and beyond, providing a basis for improving technology teaching in the future.

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  1. School of Education, Capital Normal University, Beijing, China

    Xia Wu & Bangping Ding

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  1. Xia Wu
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  2. Bangping Ding
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Correspondence to Bangping Ding.

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Wu, X., Ding, B. Technology teachers’ conceptions of technology teaching in secondary schools in Beijing: a phenomenographic analysis. Int J Technol Des Educ 32, 1037–1061 (2022). https://doi.org/10.1007/s10798-020-09629-3

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