Technology Teachers' Conceptions of Technology Teaching in Secondary Schools in Beijing: A Phenomenographic Analysis

Autor/inn/en	Wu, Xia; Ding, Bangping
Titel	Technology Teachers' Conceptions of Technology Teaching in Secondary Schools in Beijing: A Phenomenographic Analysis
Quelle	In: International Journal of Technology and Design Education, 32 (2022) 2, S.1037-1061 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ding, Bangping)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-020-09629-3
Schlagwörter	Technology Education; Phenomenology; Teacher Attitudes; Secondary School Teachers; Teaching Methods; Student Centered Learning; Technological Literacy; Educational Objectives; Course Content; Pedagogical Content Knowledge; Foreign Countries; China (Beijing) + Suchen Sie Ihr Suchwort? Technisch-naturwissenschaftlicher Unterricht; Phenomenological psychology; Phänomenologie; Psychologie; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Technisches Wissen; Educational objective; Bildungsziel; Erziehungsziel; Kursprogramm; Pädagogische Kompetenz; Ausland
Abstract	The aims of the study were to investigate secondary school technology teachers' conceptions of technology teaching (COTT) in Beijing, China. Data were collected through individual interviews with 13 technology teachers at 10 secondary (including both middle and upper) schools of Beijing. The methodological framework for the study was based on phenomenography. The findings have revealed that technology teaching is conceptualized by these technology teachers as either teacher centered or student centered from the dimension of teaching methods, and knowledge, technology skills, technology literacies from the dimension of teaching objectives and content. This research contributes to the understanding of the COTT among technology teachers in mainland China and beyond, providing a basis for improving technology teaching in the future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01