Analyzing teacher knowledge for technology education in primary schools

Ellen J. Rohaan • Ruurd Taconis • Wim M. G. Jochems

Abstract : Teacher knowledge guides a teacher’s behavior in the classroom. Teacher knowledge for technology education is generally assumed to play an important role in affecting pupils’ learning in technology. There are an abundant number of teacher knowledge models that visual different domains of teacher knowledge, but clear empirical evidence on how these domains interact is lacking. Insights into the interaction of teacher knowledge domains could be useful for teacher training. In this study, the hypothesis relations between different domains of teacher knowledge for technology education in primary schools were empirically investigated. Subject matter knowledge, pedagogical content knowledge, attitude, and self-efficacy were measured with tests and questionnaires.

Results from a path analysis showed that subject matter knowledge is an important prerequisite for both pedagogical content knowledge and self-efficacy. Subsequently, teachers’ self-efficacy was found to have a strong influence on teachers’ attitude towards technology. Based on the findings in this study, it is recommended that teacher training should first of all focus on the development of teachers’ subject matter knowledge and pedagogical content knowledge.

This knowledge will positively affect teachers’ confidence in teaching and, in turn, their attitude towards the subject. More confidence in technology teaching and a more positive attitude are expected to increase the frequency of technology education, which consequently increases teaching experience and thereby stimulates the development of teachers’ pedagogical content knowledge. This circle of positive reinforcement will eventually contribute to the quality of technology education in primary schools.

Key words : Teacher knowledge ;Pedagogical content knowledge; Subject matter knowledge; Attitude towards technology ; Self-efficacy ; Technology education

总结：教师的知识指导老师在教室里的行为。教师知识技术教育通常被认为在影响学生学习方面发挥重要作用。有丰富的教师知识模型，教师视觉知识的不同领域,但明显缺乏在这些领域之间互动的经验。认识教师知识领域之间的相互作用可能对教师培训是有用的。在这项研究中,不同领域之间的教师知识技术教育的假设关系在小学是实证调查。主题知识,教学内容知识、态度、自我效能感测量与测试和问卷调查。路径分析结果表明,主题知识是一个重要的教学内容知识和自我效能感的先决条件。随后,教师自我效能感被发现有强烈影响教师对技术的态度。基于本研究结果,建议教师培训应该首先关注教师的发展主题知识和教学内容知识。这些知识将积极影响教师对教学和信心,反过来,他们的态度。更有信心在技术教学和更积极的态度将增加技术教育的频率,因此增加教学经验,从而促进教师的教学内容知识的发展。

来源：International Journal of Technology & Design Education. Aug2012, Vol. 22 Issue 3, p271-280. 10p.