Reflecting on Teacher Development in Technology Education: Implications for Future Programmes |
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Authors: | Vicki Compton Alister Jones |
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Institution: | (1) Centre for Science, Mathematics and Technology Education Research, University of Waikato, Private Bag 3105, Hamilton, New Zealand |
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Abstract: | This paper reflects on the outcomes of teacher professional development programmes in technology education. These programmes
were based on a model which emphasised the importance of teachers developing an understanding of both technological practice
and technology education. Two different programmes have been developed and trialed in the New Zealand context. They are the
Facilitator Training programme, and the Technology Teacher Development Resource Package programme. This paper will focus on
the outcomes of these programmes. The Facilitator Training programme was a year long programme, and ran in 1995 and 1996.
It involved training a total of 30 educators – 15 each year, from all over New Zealand. The Resource Package was trialed in
14 schools over a 3–6 month period in 1996. The evaluations indicate the successful nature of these programmes and the usefulness
of the model as a basis for the development of teacher professional development in technology education.
The programmes reported on in this paper were developed and evaluated as part of two New Zealand Ministry of Education contracts
held by the Centre for Science, Mathematics and Technology Education Research.
This revised version was published online in August 2006 with corrections to the Cover Date. |
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Keywords: | programme evaluation teacher development technology technological literacy |
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