Abstract
This paper describes the frameworks and cognitive tools that have been developed to enhance practising teachers' pedagogical content knowledge in primary school technology education. The frameworks evolved from our research that firstly examined existing teaching practices, secondly enhanced formative interactions and thirdly enhanced summative assessment strategies. The evidence gained over the three years demonstrated how the effective use of frameworks could be utilised to enhance teacher pedagogical content knowledge (PCK). How we see learning is of prime importance in examining the development of teacher pedagogical content knowledge. A sociocultural view of learning is taken where human mental processes are situated within their historical, cultural and institutional setting. In the research project we strongly emphasised the need for teachers to build a knowledge base for teaching technology. Critical aspects identified as enhancing PCK included: negotiated intervention, planning frameworks, reflection on case studies, workshops and support in classrooms, appropriate resources, teacher agreement meetings, portfolios of student work and summative profiles. The increased PCK resulted in: enhanced teacher knowledge about technology including the nature of technology, areas of technology and specific technological knowledge, changed pedagogical approaches, enhanced teacher student interaction, refinement of appropriate learning outcomes, critical decision making, improved teacher confidence, and enhanced student learning. Seven characteristics or features of pedagogical content knowledge that we believe are important for effective teaching and learning in technology are presented.
Similar content being viewed by others
REFERENCES
Bennett, N.: 1997, ‘Voyages of Discovery’, in C. Cullingford (ed.), The Politics of Primary Education, Open University Press, Buckingham.
Black, P. J.: 1998, Testing: Friend or Foe? Theory and Practice of Assessment and Testing, The Falmer Press, London.
Black, P. & Wiliam, D.: 1998, ‘Assessment and Classroom Learning’, Assessment in Education 5(1), 7–74.
Blenkin, G.: 1992, ‘Progression, Observation and Assessment in Early Education: The Context’, in G. V. Blenkin & A. V. Kelly (eds.), Assessment in Early Childhood Education, Chapter 2, Paul Chapman Publishing, London.
Boaler, J.: 1999, ‘Participation, Knowledge, and Beliefs: A Community Perspective on learning’, Educational Studies in Math 40, 259–281.
Brophy, J. & Good, T.: 1985, ‘Teacher Behaviour and Student Achievement’, in M. Wittrock (ed.), Handbook of Research on Teaching, McMillan Publishers, New York.
Brown, J. S., Collins, A. & Duguid, P.: 1989, ‘Situated Cognition and the Culture of Learning’, Educational Researcher 18(1), 32–42.
Butler, R.: 1987, ‘Task-involving and Ego-involving Properties of Evaluation: Effects of Different Feedback Conditions on Motivational Perceptions, Interest and Performance’, Journal of Educational Psychology 79(4), 474–482.
Dalton, S. & Tharp, R.: 2002, ‘Standards for Pedagogy: Research, Theory and Practice’, in G. Wells & G. Claxton (eds.), Learning for Life in the 21st Century, Blackwell Publishers Ltd., Oxford.
Duschl, R. A. & Gitomer, D. H.: 1997, ‘Strategies and Challenges to Changing the Focus of Assessment and Instruction in Science Classrooms’, Educational Assessment 4(1), 37–73.
Gess-Newsome, J.: 1999, ‘Secondary Teachers’ Knowledge and Beliefs about Subject Matter and Their Impact on Instruction’, in J. Gess-Newsome & N. Lederman, Examining Pedagogical Content Knowledge, Kluwer Academic Publishers, Dordrecht.
Gipps, C.: 1999, ‘Sociocultural Aspects to Assessment’, Review of Educational Research 24, 353–392.
Harlen, W. & James, M.: 1997, ‘Assessment and Learning: Differences and Relationships Between Formative and Summative Assessment’, Assessment in Education 4(3), 365–379.
Jones, A.: 1997, ‘Recent Research in Student Learning of Technological Concepts and Processes’, International Journal of Technology and Design Education 7(1-2), 83–96.
Jones, A.: 1999, ‘Teachers’ Subject Subcultures and Curriculum Innovation: The Example of Technology Education’, in J. Loughran (ed.), Research Teaching: Methodologies and Practices for Understanding Pedagogy, Falmer Press, London.
Jones, A.: 2003, ‘The Development of a National Curriculum in Technology for New Zealand’, International Journal of Technology and Design Education 13, 83–99.
Jones, A. & Moreland, J.: In press, ‘From Classroom-based Research to School-wide Reform: The Case of Mountview School’, STERpapers, University of Waikato.
Jones, A. & Simon, S.: 1991, ‘Strategies for Educational Change: The Work of the OPENS Project in the Context of a New National Curriculum for Science’, SAME papers 1991, Longman Paul, Auckland.
Mavrommatis, Y.: 1997, ‘Understanding Assessment in the Classroom: Phases of the Assessment Process-The Assessment Episode’, Assessment in Education 4(3), 381–399.
Moreland, J. & Jones, A.: 2000, ‘Emerging Assessment Practices in an Emergent Curriculum: Implications for Technology’, International Journal of Technology and Design Education 10, 283–305.
Moreland, J., Jones, A. & Chambers, M.: 2000, ‘Learning in Technology Education (Assessment) Project’, workshop materials, University of Waikato, Hamilton.
Moreland, J., Jones, A. & Northover, A.: 2001, ‘Enhancing Teachers’ Technological Knowledge and Assessment Practices to Enhance Student Learning in Technology: A two-Year Classroom Study’, Research in Science Education 31(1), 155–176.
Porter, A. & Brophy, J.: 1988, ‘Synthesis in Research on Good Teaching: Insights from the Work of the Institute of Research on Teaching’, Education Leadership 48(8), 74–85.
Rogoff, B.: 1990, Apprenticeship in Thinking: Cognitive Development in Social Context, Oxford University Press, Oxford.
Sadler, D. R.: 1998, ‘Formative Assessment: Revisiting the Territory’, Assessment in Education 5(1), 77–84.
Sadler, D. R.: 1989, ‘Formative Assessment and the Design of Instructional Systems’, Instructional Science 18, 119–144.
Shulman, L. S.: 1987, ‘Knowledge and Teaching: Foundations of the New Reform’, Harvard Educational Review 57(1), 1–22.
Shulman, L.: 1990, Pedagogical Ways of Knowing, Keynote Address, ICET World Assembly, Institute of Education, Singapore.
Stetsenko, A. & Arievitch, I.: 2002, ‘Teaching, Learning, and Development: A Post-Vygotskian Perspective’, in G. Wells & G. Claxton (eds.), Learning for Life in the 21st Century, Blackwell Publishers Ltd., Oxford.
Wertsch, J. V.: 1991, Voices of the Mind: A Sociocultural Approach to Mediated Action, Harvard University Press, Cambridge, MA.
Wragg, E., Wragg, C., Hayes, G. & Chamberlain, R.: 1998, Improving Literacy in the Primary School, Routledge, London.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Jones, A., Moreland, J. Enhancing Practicing Primary School Teachers' Pedagogical Content Knowledge in Technology. International Journal of Technology and Design Education 14, 121–140 (2004). https://doi.org/10.1023/B:ITDE.0000026513.48316.39
Issue Date:
DOI: https://doi.org/10.1023/B:ITDE.0000026513.48316.39