Curriculum development in technology teacher education: integrating epistemology, pedagogy and capability.

Abstract

Technology education continues to establish itself internationally as a primary contributor to a broad and balanced curriculum that prepares students for the technological age that we are living in. It is critical that those responsible for the shaping and delivery of our subjects pay special attention to how they are conceived and delivered to students engaging in the associated subjects. A critical influencer in how technology subjects manifest themselves within the classrooms of our schools is the effectiveness of the teacher education obtained by those who choose to teach them.

This paper outlines a research informed integrated model of concurrent Technology Teacher Education curriculum design and offers insights into the design and delivery of Technology Teacher Education. The framework is presented from a learning perspective in an Irish context, focusing on catering for the contemporary values and competences outlined in national curricula. The paper provides valuable insights into the evolution of contemporary pre-service Technology Teacher education paradigms.

The paper concludes by offering a strategic alignment of content and context through a generative learning model to nurture the attitudes, skills and knowledge that act as the foundational building blocks of an effective, informed, innovative, reflective teacher of technology education.