title: Technology teacher education requirements

authors: Fox-Turnbull, Wendy

subjects: technology education

abstract: What is the role of teacher education in preparing and supporting teachers of technology education? Before student teachers can even consider teaching technology education, they need an overarching, holistic view of the purpose of technology education in the curriculum, as well as what technology is and how it impacts and influences our world, people, and environment. They also need to understand the role content, pedagogical, and pedagogical content knowledge (PCK) play in developing quality technology education teachers.

Teacher education occurs at two levels, one in initial teacher education (ITE) programs where students are taught the fundamentals of teaching technology at early childhood, primary, or secondary school level. The second is in-service teacher education, targeted at practicing teachers, aimed at keeping them abreast with changes and contemporary understandings of teaching and learning. This entry’s main focus is the ITE and is based on the premise that student teachers come to technology classes in ITE programs with wide-ranging understandings of technology and little knowledge about pedagogical practices.

In their development of the Pre-service Technology Teacher Education Resource (PTTER) framework, Forret et al. (2013) identified four cornerstones for quality technology teacher education. These are that to teach technology successfully, teachers need to understand the philosophy of technology, have a strong rationale for teaching technology, understand the underpinning ideas of the technology curriculum, and plan and implement it using sound pedagogical practices. This entry is structured around these four cornerstones.

Throughout this entry, technology education refers to the school curriculum learning area of design and technology. Teachers teach technology either in early childhood centers, primary schools, or as specialist teachers of technology in intermediate or secondary schools, including junior and senior levels.

text: Technology teacher education requirements What is the role of teacher education in preparing and supporting teachers of technology education? Before student teachers can even consider teaching technology education, they need an overarching, holistic view of the purpose of technology education in the curriculum, as well as what technology is and how it impacts and influences our world, people, and environment. They also need to understand the role content, pedagogical, and pedagogical content knowledge (PCK) play in developing quality technology education teachers.

Teacher education occurs at two levels, one in initial teacher education (ITE) programs where students are taught the fundamentals of teaching technology at early childhood, primary, or secondary school level. The second is in-service teacher education, targeted at practicing teachers, aimed at keeping them abreast with changes and contemporary understandings of teaching and learning. This entry’s main focus is the ITE and is based on the premise that student teachers come to technology classes in ITE programs with wide-ranging understandings of technology and little knowledge about pedagogical practices.

In their development of the Pre-service Technology Teacher Education Resource (PTTER) framework, Forret et al. (2013) identified four cornerstones for quality technology teacher education. These are that to teach technology successfully, teachers need to understand the philosophy of technology, have a strong rationale for teaching technology, understand the underpinning ideas of the technology curriculum, and plan and implement it using sound pedagogical practices. This entry is structured around these four cornerstones.

Throughout this entry, technology education refers to the school curriculum learning area of design and technology. Teachers teach technology either in early childhood centers, primary schools, or as specialist teachers of technology in intermediate or secondary schools, including junior and senior levels.

year: 2019

title: Connecting women in the age of difference: Re-thinking gender in twenty-first century Aotearoa New Zealand

authors: Campbell, Maxine M.

abstract: Editorial: This special issue of the Women’s Studies Journal is an exploration of the theme of difference and diversity among women in Aotearoa New Zealand in the twenty-first century. As a construct within feminist literature, ‘difference’ has, for over three decades, irrevocably altered the landscape of feminist politics – in both its scholarship and its praxis. Fundamental to the theories of difference that have emerged since the 1980s is the idea that women’s lived realities differ vastly depending on, amongst other variables, their sexual orientation, racial and ethnic background, religious beliefs, age and income status.

text: Connecting women in the age of difference: Re-thinking gender in twenty-first century Aotearoa New Zealand Editorial: This special issue of the Women’s Studies Journal is an exploration of the theme of difference and diversity among women in Aotearoa New Zealand in the twenty-first century. As a construct within feminist literature, ‘difference’ has, for over three decades, irrevocably altered the landscape of feminist politics – in both its scholarship and its praxis. Fundamental to the theories of difference that have emerged since the 1980s is the idea that women’s lived realities differ vastly depending on, amongst other variables, their sexual orientation, racial and ethnic background, religious beliefs, age and income status.

year: 2011

title: An evaluation of Te Rau Puawai workforce 100: Addressing the recruitment and retention of Maori students in tertiary education institutions: A literature review

authors: Nikora, Linda Waimarie

subjects: Maori students

abstract: To evaluate the Te Rau Puawai programme, the Ministry of Health commissioned the
Maori and Psychology Research Unit of the University of Waikato in July 2001. The
overall aim of the evaluation was to provide the Ministry with a clearer understanding
of the programme including: the perceived critical success factors, the barriers if any
regarding Te Rau Puawai, the impact of the programme, the extent to which the
programme may be transferable, gaps in the programme, and suggested
improvements.
To achieve this end, a review of relevant literature was undertaken to provide a
framework to understand the patterns that arose from the information that we
collected as part of this evaluation.
The review of literature is presented in this technical report.

text: An evaluation of Te Rau Puawai workforce 100: Addressing the recruitment and retention of Maori students in tertiary education institutions: A literature review To evaluate the Te Rau Puawai programme, the Ministry of Health commissioned the
Maori and Psychology Research Unit of the University of Waikato in July 2001. The
overall aim of the evaluation was to provide the Ministry with a clearer understanding
of the programme including: the perceived critical success factors, the barriers if any
regarding Te Rau Puawai, the impact of the programme, the extent to which the
programme may be transferable, gaps in the programme, and suggested
improvements.
To achieve this end, a review of relevant literature was undertaken to provide a
framework to understand the patterns that arose from the information that we
collected as part of this evaluation.
The review of literature is presented in this technical report.

year: 2002-05-01