Subject(s) matter: a grounded theory of technology teachers’ conceptions of the purpose of teaching technology

• Published in: International journal of technology and design education Vol. 34; no. 4; pp. 1351 - 1371
• Main Authors: Doyle, Andrew, Seery, Niall, Gumaelius, Lena, Canty, Donal, Hartell, Eva
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.09.2024; Springer Nature B.V
• Subjects: Activity recognition; Education; Educational Technology; engineering education; Grounded theory; Knowledge representation; Learning and Instruction; Science Education; Teachers; Teaching; Technology and Learning; Technology assessment; Technology education; Teknik och lärande; Technology education; Pedagogical Content Knowledge (PCK); Constructivist grounded theory; Enacted practice; Teacher conceptions
• ISSN: 0957-7572; 1573-1804; 1573-1804
• DOI: 10.1007/s10798-023-09859-1

Technology education internationally has for some time struggled to achieve continuity between what is depicted in policy and curricular documents and the reality of day-to-day practices. With its focus often articulated through the nature of activity students are to engage with, technology teachers are recognised as having significant autonomy in the design and implementation of their practices. From this, it is important to understand teachers’ beliefs about technology education, as their conceptions of the subject will inform practice. As such, this study sought to investigate teachers’ conceptions of the purpose of teaching technology through reflection on their enacted practices. A constructivist grounded theory methodology was employed for the design of the study and analysis of data. According to our analysis, despite similarities between the nature of student activity that teachers designed and implemented, teachers represented the purpose of the subject in different ways. Three different conceptions of the purpose of teaching technology were identified; obtaining knowledge and skills for application, ability to act in a technological way, and ability to think in a technological way. Central to the three conceptions were contentions in the representations of what constituted subject matter knowledge in the subject, and the role that different application cases played in teaching technology. Without consideration and explicit articulation of the purposes for teaching technology, this lack of clarity and differences in rationale for teaching technology are likely to continue.