Pre-service Teachers’ Conclusive Principles for Teaching Technology Education

Main Article Content

Paul Snape

Abstract

What enduring knowledge and understanding from tertiary
education study will learners remember most that will
contribute to their on-going performance and
understanding for effective teaching? This paper is based
on research undertaken to identify what third-year initial
teacher education students in a course including
Technology Education curriculum development conclude
as important principles for teaching that discipline
effectively in their classrooms. Their course-concluding
principles should be seen as first steps or thoughts as they
transition from university into their first appointments and
begin teaching. Literature on personal epistemologies
(Brownlee, Schraw & Berthelsen, 2011) identifies that preservice
teachers’ awareness will also be reflective of prior
experiences they have had in the community and from
teachers they have been exposed to and that their naïve
epistemologies will give way to more sophisticated beliefs
and practices as their confidence and understanding
develops. The students’ conclusive principles were
analysed to identify the nature of their understanding and
as a guide to what teaching in this discipline might look
like as they begin their teaching career.

Article Details

How to Cite
SNAPE, Paul. Pre-service Teachers’ Conclusive Principles for Teaching Technology Education. Design and Technology Education: an International Journal, [S.l.], v. 21, n. 2, june 2016. ISSN 1360-1431. Available at: <https://ariadnestaging.lboro.ac.uk/DATE/article/view/2109>. Date accessed: 19 aug. 2022.
Keywords
initial teacher education, technology education, conclusive principles, personal epistemology, pedagogy, design and technology, D&T
Section
Research