&lt;p&gt;Historiography in Graduate Technology Teacher Education&lt;/p&gt;

Jim Flowers,Brian Hunt

doi:10.21061/jots.v38i1.a.1

Abstract

A proposal is made suggesting the inclusion of historiography (i.e., historical research and the writing of history) into graduate technology teacher education. In particular, a strategy is forwarded to have graduate students in technology teacher education, who are working at schools in different locations, conduct historical research and write histories describing how local inhabitants transmitted technical learning dating back to the earliest human inhabitants. There are potential benefits for the graduate students, the students they teach, and the field of technology teacher education. Collaboration among institutions is recommended. After arguing for the proposal, this article uses a personalized historical narrative approach to evoke a connection with the reader that is not possible with more impersonal approaches and thus illustrating some of the richness of historical techniques.

Highlights

A proposal is made suggesting the inclusion of historiography into graduate technology teacher education
For graduate students knowingly to engage in historiography, or original historical research and writing about their field
K-12 Education We propose that historiography be included in graduate technology teacher education one outcome of that inclusion may be a richer teaching approach that more readily integrates history and historical methods for K-12 technol

Summary

Historiography in Graduate Technology Teacher Education

It is common to see a course in the history of technology education at the graduate level. Historiography includes several ography for graduate students in technology techniques of investigative reporting, it teacher education; Johnson (2005) concluded requires historical reasoning and making conthere are several advantages for using historiognections between what is uncovered and other raphy in graduate education: events outside the narrow field of investigation. It serves as a continuum connecting past, When students study history, it might at first seem like a collection of names, dates, and events. K-12 Education We propose that historiography be included in graduate technology teacher education (as outlined near the end of this article.) one outcome of that inclusion may be a richer teaching approach that more readily integrates history and historical methods for K-12 technol-

Learning to Write History ogy education students because these teachers

Our Journeys

It would entail learning about and helping them

Findings

Conclusion