- Title
- Changing the professional identity of food technology teachers in New South Wales, Australia
- Creator
- Trevallion, Deborah
- Relation
- Food Education and Food Technology in School Curricula, International Perspectives p. 167-182
- Relation
- Contemporary Issues in Technology Education 5
- Publisher Link
- http://dx.doi.org/10.1007/978-3-030-39339-7
- Publisher
- Springer
- Resource Type
- book chapter
- Date
- 2020
- Description
- If a pre-service technology teacher is to teach Food Technology (FT) within Technology Education (TE) using a holistic approach, then the advancement of their professional identity as a technology teacher will be reliant upon the grasping of essential Technology Education concepts. During the period that this research was undertaken, 2012–2017, TE underwent major curriculum changes and this succession of curriculum change generated high levels of tension and confusion (Seemann, J Technol Educ 14:11, 2003), resulting in a change in identity for secondary TE teachers (Harfield, Liminality, transition, transformation and educational re-thinking. Paper presented at the Proceedings of the 8th Biennial International Conference on Technology Education: Learning for Life, Sydney 1 (pp. 96–104), 2014; Williams, Int J Technol Des Educ 23:1–9, 2012) and a resistance to further TE curriculum changes (Howard and Mozejko, Teaching and digital technologies: big issues and critical questions. Cambridge University Press, Port Melbourne, 2015). This study focuses on the professional identity changes required to support the modifications to the TE curriculum, particularly Food Technology, and identifies a way to promote professional identity transition. It demonstrates how the developing professional teacher identity is impacted within the Technology Foundation Course that is mandatory for all pre-service Technology Education students at The University of Newcastle, NSW, Australia, and identifies the factors causing the greatest change. The focal lens is on the coursework and how authentic activity, including the Technology Day, held at a local secondary school, leads to a solid understanding of Technology Education. It uses personal folios, online reflective journaling and interviews as a way to trace the professional identity change and the results are presented using the Logic Framework Model. This research makes an important contribution to the field of Food Technology by identifying the factors that promote professional identity change in pre-service TE students. The research findings inform higher Initial Technology e-Education ITE programmes, whose aim is to promote a transition of a pre-service student’s professional identity.
- Description
- 1
- Subject
- food technology education; professional identity change; higher education; pre-service teacher
- Identifier
- http://hdl.handle.net/1959.13/1425301
- Identifier
- uon:38227
- Identifier
- ISBN:9783030393380
- Language
- eng
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