Chinese Technology Teacher Challenges to Infuse Engineering Design into Technology Education

Autor/inn/en	Zhang, Yanyan; Kelley, Todd R.; Gu, Jianjun
Titel	Chinese Technology Teacher Challenges to Infuse Engineering Design into Technology Education
Quelle	In: International Journal of Technology and Design Education, 32 (2022) 2, S.773-790 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Yanyan) ORCID (Gu, Jianjun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-020-09624-8
Schlagwörter	Barriers; Engineering Education; Design; Technology Education; Likert Scales; Teacher Attitudes; Teacher Surveys; Scores; Gender Differences; College Entrance Examinations; Teaching Experience; Foreign Countries; China + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Technisch-naturwissenschaftlicher Unterricht; Likert-Skala; Lehrerverhalten; Geschlechterkonflikt; Aufnahmeprüfung; Ausland
Abstract	This article reports an investigation of challenges faced by Chinese technology teachers to infuse engineering design into technology education. A five-point Likert scale, including 25 items, was designed and 339 teachers participated in this survey voluntarily. Consequently, 333 qualified questionnaires were analyzed, and the following results were obtained: Firstly, 15 items' mean scores are higher than the mid-point for a five-point Likert scale with mean scores falling between 3 = Very Often and 4 = Always. Moreover, the mean scores of 25 items are all above 2. Secondly, male technology teachers (M = 2.69) have significantly fewer challenges than female technology teachers (M = 2.97). Thirdly, there was no significant teaching experience differences in challenges. Fourthly, teachers from Zhejiang Province (M = 2.62) whose subjects of college entrance examination include General Technology are likely experiencing fewer challenges than teachers from other regions (M = 2.95). These findings also give us some implications to promote technology education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01