Encyclopedia of Teacher Education

Living Edition
| Editors: Michael A. Peters

Technology Teacher Education: Requirements

  • Wendy Fox-TurnbullEmail author
  • Kay Stables
Living reference work entry
DOI: https://doi.org/10.1007/978-981-13-1179-6_160-1

Introduction

What is the role of teacher education in preparing and supporting teachers of technology education? Before student teachers can even consider teaching technology education, they need an overarching, holistic view of the purpose of technology education in the curriculum, as well as what technology is and how it impacts and influences our world, people, and environment. They also need to understand the role content, pedagogical, and pedagogical content knowledge (PCK) play in developing quality technology education teachers.

Teacher education occurs at two levels, one in initial teacher education (ITE) programs where students are taught the fundamentals of teaching technology at early childhood, primary, or secondary school level. The second is in-service teacher education, targeted at practicing teachers, aimed at keeping them abreast with changes and contemporary understandings of teaching and learning. This entry’s main focus is the ITE and is based on the premise that...

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References

  1. Claxton, G., Lucas, B., & Spencer, E. (2012). Making it: Studio teaching and its impact on teachers and learners. Winchester: Centre for Real-World Learning.Google Scholar
  2. de Vries, M. (2005). Teaching about technology: An introduction to the philosophy of technology for non-philosophers (Vol. 27). Dordrecht: Springer.Google Scholar
  3. Forret, M., Fox-Turnbull, W., Granshaw, B., Harwood, C., Miller, A., O’Sullivan, G., & Patterson, M. (2013). Towards a pre-service technology teacher education resource for New Zealand. International Journal of Technology and Design Education, 23(3), 473–487.Google Scholar
  4. Jones, A., & Moreland, J. (2004). Enhancing practicing primary school teachers’ pedagogical content knowledge in technology. International Journal of Technology and Design Education, 14, 121–140.Google Scholar
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Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.University of WaikatoHamiltonNew Zealand
  2. 2.Goldsmiths, University of LondonLondonUK

Section editors and affiliations

  • Wendy Fox-Turnbull
    • 1
  • Cathy Buntting
    • 2
  1. 1.Division of Education, University of WaikatoHamiltonNew Zealand
  2. 2.Wilf Malcolm Institute of Educational ResearchThe University of WaikatoWaikatoNew Zealand