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Learning in DEPTH: developing a graphical tool for professional thinking for technology teachers

Banks, Frank (2008). Learning in DEPTH: developing a graphical tool for professional thinking for technology teachers. International Journal of Technology and Design Education, 18(3) pp. 221–229.

DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1007/s10798-008-9050-z
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Abstract

In this issue of the International Journal of Technology and Design, we report on a series of case studies from the second phase of an international project—Developing Professional Thinking for Technology Teachers (DEPTH2). The first phase of the project was a study conducted with both primary and secondary technology pre-service teacher education students in a number of different countries who were given the same teacher-knowledge graphical framework as a tool to support reflection on their professional knowledge. We discovered that, despite the different country contexts, student teachers of technology could articulate aspects of their developing teacher knowledge using the same framework for teacher professional development. As previously reported in this journal (Banks et al. International Journal of Technology and Design Education, 14, 141–157, 2004), the common graphical tool enabled them to set out their subject knowledge, pedagogical knowledge and ‘school’ knowledge and was useful in helping them become more self-aware. In this second phase of the project we have developed this line of research in two ways. First, we extended the range of participants to include experienced teachers involved in in-service work connected to curriculum development. Second, we looked at the inter-relationship for pre-service teachers between their developing professional knowledge and their own ‘personal subject construct’. In this article, the theoretical framework for the subsequent papers is described and set in the context of recent debates surrounding the nature and importance of teacher knowledge; and the way such professional knowledge can be articulated by teachers.

Item Type: Journal Article
Copyright Holders: 2008 Springer Science+Business Media B.V.
ISSN: 1573-1804
Extra Information: The original publication is available at www.springerlink.com
Keywords: knowledge metaphors; teacher knowledge; subject knowledge; pedagogical knowledge; personal subject construct
Academic Unit/Department: Education and Language Studies > Education
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Related URLs:
Item ID: 10348
Depositing User: Frank Banks
Date Deposited: 31 Jan 2008
Last Modified: 25 Oct 2012 14:33
URI: http://oro.open.ac.uk/id/eprint/10348
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