Encyclopedia of Teacher Education

Living Edition
| Editors: Michael A. Peters

Technology Teacher Education, Best Practice

  • Elizabeth ReinsfieldEmail author
Living reference work entry
DOI: https://doi.org/10.1007/978-981-13-1179-6_161-1

Introduction

Teacher education plays a pivotal role in preparing and sustaining teacher professional practice. The evolution of technology education as a distinct learning area is relatively recent in curriculum development when compared to, for example, mathematics or science education. This has resulted in disparate understandings about the nature of technology education within the teaching profession and wider educational community, particularly where there is an expectation that teachers foster vocational craft skills alongside students’ conceptual understandings. Even in countries where technology education has been established for several decades, there are still noticeable barriers to its enactment, including the way it is perceived to suit a particular audience, such as lower ability students.

Both types of teacher education are discussed in this chapter – initial teacher education (ITE) and in-service professional learning and development (PLD). ITE is a means to ensure that...

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References

  1. Barlex, D. (2018). Design and technology in England: An ambitious vision thwarted by unintended consequences. In M. J. de Vries (Ed.), Handbook of technology education (Springer international handbooks of education, pp. 109–124). New York: Springer.Google Scholar
  2. Brooks, J. G., & Brooks, M. G. (1993). In search of understanding: The case for constructivist classrooms. Alexandria: Association for Supervision and Curriculum Development.Google Scholar
  3. de Vries, M. J. (Ed.). (2018). Handbook of technology education. New York: Springer International Publishing.Google Scholar
  4. Reinsfield, E. (2018). The potential for a future-focused curriculum in New Zealand: The perceptions and practice of six secondary school technology teachers (Doctoral thesis). Retrieved from https://hdl.handle.net/10289/11939

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.University of WaikatoHamiltonNew Zealand

Section editors and affiliations

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