An update to the technology education teaching framework: factors that support and hinder technology education teachers in Canada

Abstract

This research paper presents the second in a series of case studies on teaching technology education within a Canadian context. Specifically, this paper will discuss what is helping and hindering the teaching of technology education and skilled trades at the secondary level (grades 10–12) in relation to a previous intermediate level (grades 7–9) case study.

In the previous research intermediate technology education was found to be marginalized in relation to other areas of the general curriculum within the Canadian context. As such, this research study sought to understand if marginalization and other related themes were present at the secondary level. The Technology Education Teaching Framework (TETF) which emphasises the role of teacher experience, professional development, and leadership was used as the primary lens of inquiry.

A qualitative case study methodology framed this study. Data were collected via an online questionnaire, semi-structured interviews, and classroom observations from a purposeful typical case sample of Canadian technology education and skilled trades teachers. Two cycle coding was used in conjunction with thematic analysis to analyze and interpret the data.

Secondary technology education and skilled trades teachers share similar beliefs and pedagogical practices as their intermediate counterparts. Themes of professionalism and systemic marginalization emerged as helping and hindering teachers’ efforts. However, at this level there was an identified tension between the values associated with the technology education and skilled trades curricula. Moving forward, raising the profile of technology education is framed within the potential transferability of local strategies and solutions to other jurisdictions with similar circumstances.