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Teacher change in a developing curriculum area: the example of trade teachers in the New Zealand technology curriculum
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posted on 2008-06-17, 13:24 authored by Alister Jones, Louis EwingtonTechnology education for all students is a relatively new phenomenon in national
and international curricula. Although New Zealand has a long history of technical
education in the senior primary and secondary school, a curriculum for
technology education for all students has only recently been introduced. Aspects
of technology have been included in many existing school programmes, but
these have not been presented and undertaken in a coherent way. Technology
as it developed in past curricula encompassed a limited range of skills, processes
and knowledge. The general aims of technology education in Technology in the
New Zealand Curriculum (Ministry of Education, 1995) are to develop
technological knowledge and understanding, an understanding and awareness of
the interrelationship between technology and society, and technological capability
in a number of technological areas.
This paper will report on the changes that a group of traditional technical
teachers have been required to undergo and the way in which these teachers
have, or have not, been successful in adapting to a new technology curriculum.
The influences on this particular group will be explored, as well as the factors that
have led to some of these teachers adopting the technology.
History
School
- Design
Research Unit
- D&T Association Conference Series
Citation
JONES, A. and EWINGTON, L., 2000. Teacher change in a developing curriculum area: the example of trade teachers in the New Zealand technology curriculum. IN: Kimbell, R. (ed.). Design and Technology International Millennium Conference. Wellesbourne : The D&T Association, pp. 96-99Publisher
© DATAPublication date
2000Notes
This is a conference paperISBN
1898788480Language
- en