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: [Review of Strategies for Writing a Thesis by Publication in the Social Sciences and Humanities. By Lynn P. Nygaard and Kristin Solli (2021)]

authors: McChesney, Katrina

abstract: Strategies for Writing a Thesis by Publication in the Social Sciences and Humanities (Nygaard & Solli, 2021) fills a gap in the current doctoral education literature by discussing how this thesis genre may work in social science and humanities contexts. The authors are from Scandinavia, where the thesis by publication “has eclipsed the monograph as the most common type of thesis in the social sciences, and disciplines in the humanities are rapidly following suit” (p. 13).

text: [Review of Strategies for Writing a Thesis by Publication in the Social Sciences and Humanities. By Lynn P. Nygaard and Kristin Solli (2021)] Strategies for Writing a Thesis by Publication in the Social Sciences and Humanities (Nygaard & Solli, 2021) fills a gap in the current doctoral education literature by discussing how this thesis genre may work in social science and humanities contexts. The authors are from Scandinavia, where the thesis by publication “has eclipsed the monograph as the most common type of thesis in the social sciences, and disciplines in the humanities are rapidly following suit” (p. 13).

year: 2022

title: Challenges to legal education: The Waikato Law School experience

authors: Wilson, Margaret

subjects: legal education

abstract: The experiences of the Waikato Law School especially from the viewpoint of challenges to legal education are discussed. The impact of the performance-based model of funding on the delivery of legal education at the Waikato Law School is highlighted.

text: Challenges to legal education: The Waikato Law School experience The experiences of the Waikato Law School especially from the viewpoint of challenges to legal education are discussed. The impact of the performance-based model of funding on the delivery of legal education at the Waikato Law School is highlighted.

year: 2010