Jones2021_Article_TheEffectOfTeacherSConfidenceO.pdf (776.71 kB)
The effect of teacher’s confidence on technology and engineering curriculum provision
journal contribution
posted on 2019-08-06, 10:42 authored by Lewis JonesLewis Jones, Hilary McDermottHilary McDermott, John TyrerJohn Tyrer, Nigel ZankerSecondary school, age range 11 – 14, technology and engineering education in England has been delivered mainly within Design and Technology (D&T). This inadvertently makes D&T teachers responsible for pupils’ engineering education and motivation. This paper analyses D&T teachers’ (N = 33) technology subject knowledge through self-assessment competency questionnaires, before and after developing a Science, Technology, Engineering and Mathematics (STEM)-focused project of their choice for their classroom. Participants were least confident in teaching the areas of technology that required mathematics and scientific knowledge. The results analyse a suggested misalignment between teachers’ Creative Arts background subject knowledge compared to the technology subject knowledge required for engineering education. Suggested causes of this issue are Initial Teacher Training (ITT) standards and curriculum flexibility, not teacher capability. The paper concludes that teachers have been unaware of some elements of STEM education and that continuing professional development interventions are required to assist teachers and improve their engineering knowledge in order to better equip their pupils for engineering.
Funding
This work was supported by the London Schools Excellence Fund (Reference: LSEFR1210) and The Design and Technology Association (DATA).
History
School
- Mechanical, Electrical and Manufacturing Engineering
- Sport, Exercise and Health Sciences
Published in
International Journal of Technology and Design EducationVolume
31Issue
1Pages
117 - 137Publisher
SpringerVersion
- VoR (Version of Record)
Rights holder
© The Author(s)Publisher statement
This is an Open Access Article. It is published by Springer under the Creative Commons Attribution 4.0 International Licence (CC BY 4.0). Full details of this licence are available at: https://creativecommons.org/licenses/by/4.0/Acceptance date
2019-08-02Publication date
2019-08-07Copyright date
2019ISSN
0957-7572eISSN
1573-1804Publisher version
Language
- en
Depositor
Dr Lewis JonesUsage metrics
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