Identifying the Paradigm of Design Faculty in Undergraduate Technology Teacher Education in the United States

Scott A Warner,Laura Morford Erli,Chad W Johnson,Scott W Greiner

doi:10.21061/jte.v18i2.a.5

Abstract

Scholarly Communication is a dynamic landscape, and we are continually evolving. Many scholarly communications activities have spun-off into their own departments, such as VT Publishing and Digital Imaging and Preservation Services, and Digital Library Development. Our focus is on supporting the creation and dissemination of scholarship.

Highlights

The research that is documented here is the second part of a multi-year study that is investigating the status of design in the undergraduate experiences of future technology education teachers
As each new generation of teachers enters the profession, their design paradigm influences the nature of technology education and the broader cultural perception of technological design as they teach that subject to children in grades K-12
The Results of the Research Based on a thorough analysis of the listings in the 2002-2003 Industrial Teacher Education Directory (2002), the researchers were able to ascertain that at that time there were 72 undergraduate technology teacher education programs listed for colleges and universities in the United States

Summary

Introduction

The research that is documented here is the second part of a multi-year study that is investigating the status of design in the undergraduate experiences of future technology education teachers These studies were designed to measure the nature of the academic/experiential infrastructure for preparing future technology educators to interpret and use the design process as part of their normal teaching strategies. The Purpose for the Research “Children learn the lessons which we try to teach them, and lessons which by their very nature are perhaps more subtle” (Kennedy, 2004, ¶1) This statement by Kennedy summarizes the rationale for investigating the paradigm of design faculty in undergraduate technology teacher education in the United States. The implicit curriculum includes the messages transmitted by both the physical setting for learning and the kinds of social and interpersonal relationships tending to characterize the instructional environment. (p. 197)

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Conclusion