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Swedish Technology Teachers’ Attitudes to their Subject and its Teaching
Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences. (TekNaD)ORCID iD: 0000-0002-6177-3897
Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.ORCID iD: 0000-0003-1032-2145
Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences. (TekNaD)ORCID iD: 0000-0003-0829-3349
2017 (English)In: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138, 1-20 p.Article in journal (Refereed) Epub ahead of print
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. 1-20 p.
Keyword [en]
Attitudes; technology education; technology teachers
National Category
Didactics
Identifiers
URN: urn:nbn:se:liu:diva-135311DOI: 10.1080/02635143.2017.1295368OAI: oai:DiVA.org:liu-135311DiVA: diva2:1081329
Available from: 2017-03-13 Created: 2017-03-13 Last updated: 2017-04-11Bibliographically approved

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The full text will be freely available from 2018-09-13 14:41
Available from 2018-09-13 14:41

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Nordlöf, CharlottaHöst, GunnarHallström, Jonas
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