- Title
- Using online journaling and most significant change technique to examine the professional identity developmentof pre-service technology teachers
- Creator
- Trevallion, Deborah
- Relation
- National Conference of Technology Education New Zealand (TENZ 2015). National Conference of Technology Education New Zealand: 20/20 Vision: Learning From the Last 20 Years and Looking Forward to the Next 20 (Hamilton, New Zealand 4-7 October, 2015)
- Relation
- http://tenzcon.org/2015-conference/2015-conference-papers/
- Publisher
- Technology Education New Zealand (TENZ)
- Resource Type
- conference paper
- Date
- 2016
- Description
- If a preservice technology teacher is to advance to teach technology subjects using a holistic approach, then the advancement of their professional identity as a technology teacher is reliant upon the grasping of essential technology education concepts. The aim of this research is to examine the professional identity transition that occurs for students' during a technology teacher secondary education pre-service program and to determine the factors that contribute to a successful transition which in turn leads to a solid understanding of technology education. The methodology discussed here is part of a larger study. This paper examines the student's initial identity as a trade worker; it traces their identity, knowledge, skill, values and attitudes developed during their first technology foundation course in a secondary technology teacher pre-service university program. It uses online reflective journaling during their first course, as a way to trace the professional identity change of technology students moving from a technical/trade worker to a technology teacher. The journaling is time-lined against specific pedagogies in order to analyse the pedagogue's impact on the technology teacher's developing professional identity. Analysis is carried out using the Most Significant Change technique (MSC) (Davies & Dart, 2005). MSC is a technique for monitoring and evaluating change. The results show the developing professional teacher identity will be impacted upon through the use of specific pedagogues early in the teacher education program. The students' made the greatest changes to their teaching practice and professional identities after achieving success in authentic, experiential hands on learning situations. The paper discusses significant changes in the students' professional identity and this has significant implication for the training of secondary teachers that can be expanded upon in future research.
- Subject
- on line journaling; reflective journaling; most significant change; professional identity; technology teachers; technology education
- Identifier
- http://hdl.handle.net/1959.13/1326765
- Identifier
- uon:25506
- Language
- eng
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