liu.seSearch for publications in DiVA
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Tekniklärares attityder till teknikämnet och teknikundervisningen
Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0002-6177-3897
2018 (Swedish)Licentiate thesis, comprehensive summary (Other academic)Alternative title
Swedish technology teachers’ attitudes to the technology subject and totechnology teaching. (English)
Abstract [sv]

Skolforskning i allmänhet visar på att läraren är viktig, läraren är faktiskt en av de viktigaste faktorerna för elevernas framgång. Läraren är betydelsefull både när det gäller elevernas prestationer och deras attityder. Från tidigare attitydforskning vet vi att lärarens attityder har betydelse för undervisningen, men även för lärarens eget tankesätt. När det kommer till området teknikundervisning behöver lärarnas attityder undersökas och utforskas mer, vilket denna licentiatuppsats, bestående av två delstudier, bidrar till. Den övergripande forskningsfrågan är; Vad har svenska tekniklärare i grundskolan för attityder till teknikämnet och teknikundervisningen? Tekniklärarnas attityder har undersökts med både kvantitativa och kvalitativa metoder. Den första studien baseras på en enkätundersökning med 1153 tekniklärare i Sverige. Till att börja med identifierades fyra dimensioner av attityd i materialet; Teknikundervisning är viktigt, Förutsättningarna för teknikundervisning är goda, Kursplanen är i fokus för teknikundervisningen och Läraren har intresse, kunskap och självförtroende. Vidare så fanns tre kluster av lärare, Positiva, Negativa och Blandade, vilka baserades på lärarnas attityd till teknikämnet och teknikundervisning. Därefter testades olika variabler som prediktorer för klustertillhörighet, och att ha tekniklärarutbildning visade sig vara den mest betydelsefulla prediktorn. Licentiatuppsatsens andra studie är kvalitativ och bygger på intervjuer med 10 svenska tekniklärare. I den delstudien studeras en specifik del av attityder till teknikundervisning, nämligen lärarnas upplevda kontroll, som består av två komponenter; upplevd självförmåga (self-efficacy) och kontextberoende. Studien resulterade i tre underkategorier av upplevd självförmåga (self-efficacy). Dessa var Erfarenhet, utbildning och intresse, Ämneskunskap och Förberedelse. Vidare så utvecklades fyra underkategorier av kontextberoende; Stöd av kollegor, Kursplan, Resurser och Status. Lärare har olika attityder till olika delar av teknikundervisningen, men generellt sett så har lärare med tekniklärarutbildning fördelar vad gäller attityd. Vidare så pekar resultatet på att kontextuella faktorer både kan begränsa och utveckla teknikundervisningen.

Att avsätta tid på olika sätt: genom tid för teknikundervisning, tid för tekniklärare att mötas och tid för utbildning av tekniklärare, visar sig vara möjliga vägar för att komma framåt och att förbättra tekniklärares attityder till teknikundervisning.

Abstract [en]

Teachers are important for students’ achievement and students’ attitudes in education in general; actually, the teacher is seen as one of the most important factors for student achievement. The teacher is important, for both the students’ achievements and mind-sets. Attitudes matters in teaching and education, which is known from previous attitude research. In technology education, teachers’ attitudes to technology education needs to be further investigated, and that is where this licentiate thesis, based on two studies, is contributing. The main research question was; What are Swedish technology teachers’ attitudes to the technology subject and to technology teaching? In this licentiate thesis, technology teachers’ attitudes were investigated by mixed methods, in two studies. The first study was based on quantitative research and an inquiry based on 1153 technology teachers in Sweden. The second study is qualitative and is based on ten interviews with Swedish technology teachers. In the first study four dimensions of attitude were found in the material; Technology education is important, Conditions are favourable for technology education, Curriculum is in focus in technology education and Confidence, interest and knowledge of the teacher is high. Further, three teacher clusters were identified, Positive, Negative and Mixed, based on teachers’ attitudes towards technology education. Predictors for cluster belonging were identified, and for a positive attitude, education in technology was identified to be the most influential predictor. In the second study, teachers’ perceived control, as a part of attitude, was studied in particular. Perceived control consist of two attitude components: self-efficacy and context dependency. Three sub-themes of self-efficacy were found; Experience, education and interest, Subject knowledge, and Preparation. Further, four sub-themes of context dependency were found; Collegial support, Syllabus, Resources and Status. Teachers in this study have different attitudes to different parts of technology education, but teachers educated in technology generally seem to have advantages, when it comes to attitudes. The results further tells that contextual factors both can limit and boost technology education.

Time for teaching technology, time for technology teachers to meet and time for education of technology teachers, seems to be a key to how to find ways forward and how to improve teachers’ attitudes towards technology teaching. 

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2018. , p. 71
Series
Studies in Science and Technology Education, ISSN 1652-5051 ; 99
Keywords [en]
technology education, attitudes, technology teachers, self-efficacy, context dependency
Keywords [sv]
teknikdidaktik, teknikundervisning, teknik, attityder, tekniklärare, self-efficacy, kontextberoende
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:liu:diva-147766DOI: 10.3384/lic.diva-147766ISBN: 9789176853283 (print)OAI: oai:DiVA.org:liu-147766DiVA, id: diva2:1205447
Presentation
2018-01-26, Campus Norrköping, Norrköping, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2018-05-14 Created: 2018-05-14 Last updated: 2018-05-17Bibliographically approved
List of papers
1. Swedish Technology Teachers’ Attitudes to their Subject and its Teaching
Open this publication in new window or tab >>Swedish Technology Teachers’ Attitudes to their Subject and its Teaching
2017 (English)In: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138, Vol. 35, no 2, p. 195-214Article in journal (Refereed) Published
Abstract [en]

Background: From previous research among science teachers itis known that teachers’ attitudes to their subjects affect important aspects of their teaching, including their confidence and the amount of time they spend teaching the subject. In contrast, less is known about technology teachers’ attitudes.

Purpose: Therefore, the aim of this study is to investigate Swedish technology teachers’ attitudes toward their subject, and how these attitudes may be related to background variables.

Sample: Technology teachers in Swedish compulsory schools(n = 1153) responded to a questionnaire about teachers’ attitudes,experiences, and background.

Methods: Exploratory factor analysis was used to investigate attitude dimensions of the questionnaire. Groupings of teachers based on attitudes were identified through cluster analysis, and multinomial logistic regression was performed to investigate the role of teachers’ background variables as predictors for cluster belonging.

Results: Four attitudinal dimensions were identified in the questionnaire, corresponding to distinct components of attitudes.Three teacher clusters were identified among the respondents characterized by positive, negative, and mixed attitudes toward the subject of technology and its teaching, respectively. The most influential predictors of cluster membership were to be qualified for teaching technology, having participated in in-service-training, teaching at a school with a proper overall teaching plan for the subject of technology and teaching at a school with a defined number of teaching hours for the subject.

Conclusions: The results suggest that efforts to increase technology teachers’ qualifications and establishing a fixed number of teaching hours and an overall teaching plan for the subject of technology may yield more positive attitudes among teachers toward technology teaching. In turn, this could improve the status of the subject as well as students’ learning.

Place, publisher, year, edition, pages
London: Taylor & Francis Group, 2017
Keywords
Attitudes; technology education; technology teachers
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-135311 (URN)10.1080/02635143.2017.1295368 (DOI)000400179000005 ()
Available from: 2017-03-13 Created: 2017-03-13 Last updated: 2018-05-14Bibliographically approved
2. Self-efficacy or context dependency?: Exploring teachers’ perceptions of and attitudes towards technology education
Open this publication in new window or tab >>Self-efficacy or context dependency?: Exploring teachers’ perceptions of and attitudes towards technology education
2019 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 29, no 1, p. 123-141Article in journal (Refereed) Published
Abstract [en]

Educational research on attitudes shows that both teaching and student learningare affected by the attitudes of the teacher. The aim of this study is to examine technologyteachers’ perceptions of and attitudes towards teaching technology in Swedish compulsoryschools, focusing on teachers’ perceived control. The following research question is posed:How do the teachers perceive self-efficacy and context dependency in teaching technology?Qualitative interviews were performed with 10 technology teachers in the compulsoryschool (ages 7–16), and the data was analysed using thematic analysis. Based on an attitudeframework, three sub-themes of self-efficacy were found: experience, education andinterest, subject knowledge, and preparation. Furthermore, four sub-themes of contextdependency were found; collegial support, syllabus, resources and status. The results showthat, according to the teachers in this study, self-efficacy mainly comes from experience,education and interest. Moreover, contextual factors can both limit and boost the teachers,but overall there are negative attitudes because of a lack of support and resources, whichimpedes the teaching. Teachers educated in technology education generally express morepositive attitudes and thus seem to have advantages in relation to technology teaching, butstill they sometimes express negative attitudes in the field of perceived control. Someimplications of this study are that it is necessary to promote teacher education in technologyand to reserve resources for technology education in schools, thereby supportingteachers in controlling contextual and internal factors that affect their teaching. Thissupport to teachers is especially important if there is an intention for the subject to developin new directions.

Place, publisher, year, edition, pages
Dordrecht: Springer Science+Business Media B.V., 2019
Keywords
Technology education; Technology teachers; Attitudes; Self-efficacy; Context dependency
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-143310 (URN)10.1007/s10798-017-9431-2 (DOI)000456950800007 ()2-s2.0-85035778879 (Scopus ID)
Available from: 2017-12-03 Created: 2017-12-03 Last updated: 2019-02-27Bibliographically approved

Open Access in DiVA

Tekniklärares attityder till teknikämnet och teknikundervisningen(1186 kB)214 downloads
File information
File name FULLTEXT01.pdfFile size 1186 kBChecksum SHA-512
453034d3e0b36b23547fde709016502ad4284157d85325d35402316c58634edff8b93d5e23623c5207b98ebbd0b47041fbd792f9d89d535b6744790fad90e30c
Type fulltextMimetype application/pdf
omslag(586 kB)6 downloads
File information
File name COVER01.pdfFile size 586 kBChecksum SHA-512
fd46026ccf621b42a56446523ab3e05b26bcee6a73929890490ecb2acd1a20e69b82155873fb96281b9eaa29f21c36c634b65e22873a86e3787919b1257416c0
Type coverMimetype application/pdf

Other links

Publisher's full text

Authority records BETA

Charlotta, Nordlöf

Search in DiVA

By author/editor
Charlotta, Nordlöf
By organisation
Learning, Aesthetics, Natural scienceFaculty of Educational Sciences
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar
Total: 214 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
isbn
urn-nbn

Altmetric score

doi
isbn
urn-nbn
Total: 534 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf