dc.contributor.author | Pavlova, Margarita | |
dc.contributor.editor | Marc De Vries | |
dc.date.accessioned | 2018-02-23T00:32:23Z | |
dc.date.available | 2018-02-23T00:32:23Z | |
dc.date.issued | 2005 | |
dc.date.modified | 2007-03-11T22:18:20Z | |
dc.identifier.uri | http://hdl.handle.net/10072/8625 | |
dc.description.abstract | This paper reflects on a number of different ways by which comparative research in technology
education has been undertaken across countries. The history of comparative research in
technology education demonstrates that it is possible to identify three major periods in the
process of its development. When technology education was established a comparison had been
made at the level of curriculum documents, syllabi and State Orders. People involved in the
development of technology education were looking around the world for ideas. During this first
stage, approaches to the analysis were not very systematic.
The second stage of development of comparative research in technology education could be
characterised by a great number of published or presented papers that describe the situation in a
particular country. Even though comparison, as such, was not used in this research the
underlying assumption was that it should inform the research community on different
approaches towards technology education and that it would be beneficial for the field.
The third stage involved comparison between two or more countries about one or more specific
aspects of technology education. These include the meaning of the major concepts, teaching
methods, comparison of goals, comparison of the balance between the global trends and local
specificities, etc.
In this paper it is argued that the essential move towards the next stage should be done – a
comparison on the basis of two ideological beliefs about the purposes of general education.
These are: whether education is designed to broaden minds and develop all students in the
creation of a better society or is it really about training students to live and work in a marketoriented
state, to be ‘productive’ in seizing the opportunities of the market. These two
approaches have been chosen because they summarize an important issue that divides different
social theories in their views on the role of education in society. They can provide a useful
framework for analysing historical influences, curriculum theories, documents, and school
practices in technology education in different countries. | |
dc.description.publicationstatus | Yes | |
dc.language | English | |
dc.language.iso | eng | |
dc.publisher | International Technology Education Association | |
dc.publisher.place | Reston, VA, USA | |
dc.publisher.uri | https://www.iteea.org/Activities/Conference/PATT/PATTConferences.aspx | |
dc.relation.ispartofstudentpublication | N | |
dc.relation.ispartofconferencename | PATT-15 | |
dc.relation.ispartofconferencetitle | PATT -15 Technology education and research: twenty years in retrospect | |
dc.relation.ispartofdatefrom | 2005-04-18 | |
dc.relation.ispartofdateto | 2005-04-22 | |
dc.relation.ispartoflocation | Harlem, Netherlands | |
dc.rights.retention | Y | |
dc.subject.fieldofresearchcode | 330106 | |
dc.title | Comparing perspectives: comparative research in technology education. | |
dc.type | Conference output | |
dc.type.description | E2 - Conferences (Non Refereed) | |
dc.type.code | E - Conference Publications | |
dc.description.version | Version of Record (VoR) | |
gro.faculty | Arts, Education & Law Group, School of Education and Professional Studies | |
gro.rights.copyright | © 2005 Pupil's Attitudes Toward Technology (PATT). The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the conference's website for access to the definitive, published version. | |
gro.date.issued | 2005 | |
gro.hasfulltext | Full Text | |
gro.griffith.author | Pavlova, Margarita B. | |