DEPTH – Developing Professional Thinking for Technology Teachers: An International Study |
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Authors: | Frank Banks David Barlex Esa-Matti Jarvinen Gary O'Sullivan Gwyneth Owen-Jackson Marion Rutland |
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Institution: | (1) Faculty of Education and Language Studies, The Open University, Walton Hall, Milton Keynes, MK7 6AA, UK;(2) Brunel University, UK;(3) University of Oulu, Finland;(4) Massey University, New Zealand;(5) The Open University, UK;(6) University of Surrey, Roehampton, UK |
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Abstract: | The tools to help teachers reflect on their professional knowledge are few in number, and often difficult to utilise. This
paper reports on a study conducted with both primary and secondary technology initial teacher education students in a number
of different countries who were given the same teacher-knowledge graphical framework as a tool to support reflection on their
own professional knowledge. We wanted to investigate if, despite the different country contexts, student teachers of technology
could take advantage of their experience with graphic visualisation to help them articulate abstract notions such as aspects
of their developing teacher knowledge. We discovered that the graphical tool acted as a framework that enabled them to set
out their subject knowledge, pedagogical knowledge and `school' knowledge and was useful in helping them become more self-aware.
In this paper, the framework itself is introduced, the way it was presented to the novice teachers is outlined and the relative
impact of such `self awareness' on their understandings, enabled by the framework, is then discussed.
This revised version was published online in July 2006 with corrections to the Cover Date. |
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Keywords: | pedagogy personal subject construct self-awareness tool subject knowledge teacher knowledge |
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