Can twenty years of technology education assist ‘grass roots’ syllabus implementation?
作者: Ian Spurway GinnsStephen J. NortonCampbell J. McRobbieRobert S. Davis
作者单位: 1School of Math. Science and Techn. Education, Queensland University of Technology
刊名: International Journal of Technology and Design Education, 2007, Vol.17 (2), pp.197-215
来源数据库: Springer Nature Journal
DOI: 10.1007/s10798-006-7505-7
关键词: Technology EducationTechnology Education ResearchTechnology SyllabusTeacher PracticeTeacher Professional Development
英文摘要: Abstract(#br)Teachers’ informed acceptance of challenges associated with teaching technology might ensure the successful implementation of a Technology syllabus in primary schools. They must be prepared to analyse their own understandings of technology concepts and processes, teaching and resource needs, and engage in professional development activities designed to meet their needs. This paper investigates the introduction of a new Technology syllabus into a school and draws on a number of data sources, for example, surveys, interviews with individual teachers, classroom observations, and field notes. It was evident that very specific personal and classroom related issues (e.g., content and pedagogy), and broader issues related to the school and wider communities (e.g., resources and...
全文获取路径: Springer Nature  (合作)

  • syllabus 摘要
  • grass roots 草根
  • education 培养
  • assist 协助
  • implementation 执行
  • twenty 二十
  • years 年代
  • technology 工艺