Professional Development of Technology Teachers: Does Their Training Meet Their Needs?

Autor/in	Gumbo, M. T.
Titel	Professional Development of Technology Teachers: Does Their Training Meet Their Needs?
Quelle	In: Perspectives in Education, 38 (2020) 1, S.58-71 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gumbo, M. T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
Schlagwörter	Technology Education; Educational Needs; Secondary School Teachers; Grade 9; Pedagogical Content Knowledge; Foreign Countries; Inservice Teacher Education; Workshops; Professional Continuing Education; Facilitators (Individuals); Program Effectiveness; Mathematics Education; Science Education; Teacher Attitudes; Teacher Qualifications; South Africa + Suchen Sie Ihr Suchwort? Technisch-naturwissenschaftlicher Unterricht; Educational need; Bildungsbedarf; School year 09; 9. Schuljahr; Schuljahr 09; Pädagogische Kompetenz; Ausland; Lehrerfortbildung; Lernwerkstatt; Schulung; Berufsfeldbezogener Unterricht; Weiterbildung; Mathematische Bildung; Naturwissenschaftliche Bildung; Lehrerverhalten; Lehrqualifikation; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The phenomenological study on which this article is based inquired into Grade 9 Technology teachers' professional development through workshops on pedagogical content knowledge (PCK) as well as their training needs. The workshops took place in Nelspruit in Mpumalanga, South Africa. Data were gathered from two groups of teachers who attended the workshops on two different days, but who were trained in the same way and were subsequently conveniently selected to participate in the study. Semi-structured focus group interviews were conducted with these teachers and the workshop facilitator was also interviewed. The training manual was scrutinised, the facilitation of the workshops was observed and a follow-up visit was done at two schools where the workshop participants taught. The findings revealed that while the teachers felt that the workshops developed them, such training did not fully meet their needs or expand their PCK repertoires. This study will inform the Mathematics, Science and Technology Academy (MSTA), which is tasked with offering in-service training to subject teachers in the province, about whether the workshops meet the needs of the attendees, thereby possibly necessitating a review of the training. (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: http://journals.ufs.ac.za/index.php/pie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01