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dc.contributor.authorDoyle, Andrew
dc.contributor.authorSeery, Niall
dc.contributor.authorGumaelius, Lena
dc.contributor.authorCanty, Donal
dc.contributor.authorHartell, Eva
dc.identifier.citationDoyle, A., Seery N., Gumaelius, L., Canty, D., Hartell, E. (2023). Subject(s) matter: a grounded theory of technology teachers' conceptions of the purpose of teaching technology. International Journal of Technology Education. Education
dc.description.abstractTechnology 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 continueen_US
dc.relation.ispartofInternational Journal of Technology and Design Educationen_US
dc.rightsAttribution 3.0 United States*
dc.subjectTeacher conceptionsen_US
dc.subjectTechnology educationen_US
dc.subjectEnacted praticeen_US
dc.subjectPedagogical content knowledge (PCK)en_US
dc.subjectConstructivist grounded theoryen_US
dc.titleSubject(s) matter: a grounded theory of technology teachers' conceptions of the purpose of teaching technologyen_US
dc.contributor.affiliationTechnological University of the Shannon: Midlands Midwesten_US
dc.contributor.sponsorOpen Access funding enabled and organized by CAUL and its Member Institutionsen_US
dc.subject.departmentDepartment of Technology Education: TUS Midlandsen_US

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Attribution 3.0 United States
Except where otherwise noted, this item's license is described as Attribution 3.0 United States