’n Teoretiese besinning oor die implikasies van die filosofie van tegnologie vir onderwyseropleiding
Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie/South African Journal of Science and Technology
| Field | Value | |
| Title | ’n Teoretiese besinning oor die implikasies van die filosofie van tegnologie vir onderwyseropleiding A theoretical reflection on the implications of the philosophy of technology for teacher education. | |
| Creator | Ankiewicz, Piet | |
| Description | Sedert die implementering van tegnologie as relatiewe nuwe skoolvak word eise voortdurend gestel aan hoëronderwysinstellings wat spesifiek met die opleiding en professionele ontwikkeling van tegnologie-onderwysers gemoeid is. Daar moes binne uiters beperkte tyd in vergelyking met ander vakke, onderwyseropleidingsprogramme ontwikkel en geïmplementeer word, ondanks ’n gebrek aan vorige ervaring van ’n eie akademiese dissipline, vakmetodologie en klaskamerpraktyk. Verder is daar ook implikasies op organisatoriese en bestuursvlak rakende die akkommodering daarvan binne die bestaande strukture van fakulteite, skole en departemente by hoëronderwysinstellings. Die doel van die artikel was om ondersoek in te stel hoe ’n wetenskaplik deurdagte, filosofiese raamwerk vir tegnologie rigtinggewend in die opleiding van tegnologie-onderwysers aan hoëronderwysinstellings kan wees. Die volgende navorsingsvrae het as vertrekpunt gedien: op welke wyse kan ’n wetenskaplik deurdagte, filosofiese raamwerk rigtinggewend wees vir onderwyseropleiding aan hoëronderwysinstellings rakende ’n relevante: (1) Vakmetodologie van tegnologie? (2) Onderliggende akademiese dissipline vir voorgraadse tegnologie-onderwysstudente? In antwoord op die eerste vraag is bevind dat dit belangrik is dat die programontwikkelaars, -koördineerders en vakmetodologiedosente deeglik vertroud moet wees met die filosofiese raamwerk vir tegnologie wat rigtinggewend vir die opleiding en professionele ontwikkeling van tegnologie-onderwysers is. Dit blyk wenslik te wees om eerder die vakmetodologie van tegnologie outonoom te hou met een verantwoordelike dosent, en dat tegnologieonderwysstudente deeglik in ’n filosofiese raamwerk vir tegnologie onderrig word. In antwoord op die tweede vraag behoort hoëronderwysinstellings dringend die aard en samestelling te identifiseer van die toepaslike akademiese dissiplines onderliggend aan die voorgraadse kwalifikasie om as tegnologie-onderwyser te spesialiseer. Daar moet ook meganismes geskep word om die verband te snoer tussen die akademiese dissipline en die pedagogiese inhoudskennis (pedagogical content knowledge [PCK] soos dit algemeen in die literatuur bekend staan) van die tegnologie-onderwysstudente. Since the implementation of technology as relatively new school subject, challenges are constantly being posed to higher education institutions (HEIs), and in particular those engaged in teacher training and the professional development of technology teachers. Teacher training programmes had to be developed and implemented within a limited time frame in comparison to other school subjects, despite a lack of previous experience of an appropriate academic discipline, subject methodology and classroom pedagogy. Furthermore, implications on organisational and managerial level regarding its accommodation within existing structures of faculties, schools and departments at HEIs had to be accounted for. The purpose of the article was to investigate how a scientifically founded philosophical framework of technology might guide teacher training at HEIs. The following research questions served as point of departure: in which way can a scientifically founded philosophical framework of technology be indicative regarding a relevant: (1) Subject methodology of technology? (2) Underlying academic discipline for undergraduate technology education students? In answer to the first question, it was found that it is important for programme developers, coordinators and subject methodology lecturers at HEIs to acquaint themselves sufficiently with a philosophical framework for technology to direct the technology teacher’s training and professional development. It seems viable to keep subject methodology of technology autonomous, with only one lecturer responsible, and that technology education students should be conversant in the philosophical framework for technology. In answer to the second question HEIs should urgently determine the nature and composition of the relevant academic disciplines underpinning the undergraduate qualification of a specialised technology teacher. Mechanisms should also be created to forge a relationship between the academic discipline and the pedagogical content knowledge (PCK) of technology education students. | |
| Publisher | AOSIS | |
| Date | 2013-06-18 | |
| Identifier | 10.4102/satnt.v32i1.387 | |
| Source | Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie; Vol 32, No 1 (2013); 9 bladsye Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie; Vol 32, No 1 (2013); 9 bladsye 2222-4173 0254-3486 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/387/739
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/387/740
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/387/741
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/387/738
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