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dc.contributor.authorPavlova, Margarita
dc.contributor.editorMarc De Vries
dc.date.accessioned2018-02-23T00:32:23Z
dc.date.available2018-02-23T00:32:23Z
dc.date.issued2005
dc.date.modified2007-03-11T22:18:20Z
dc.identifier.urihttp://hdl.handle.net/10072/8625
dc.description.abstractThis 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.en_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherInternational Technology Education Associationen_US
dc.publisher.placeReston, VA, USAen_US
dc.publisher.urihttps://www.iteea.org/Activities/Conference/PATT/PATTConferences.aspxen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofconferencenamePATT-15en_US
dc.relation.ispartofconferencetitlePATT -15 Technology education and research: twenty years in retrospecten_US
dc.relation.ispartofdatefrom2005-04-18
dc.relation.ispartofdateto2005-04-22
dc.relation.ispartoflocationHarlem, Netherlandsen_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode330106en_US
dc.titleComparing perspectives: comparative research in technology education.en_US
dc.typeConference outputen_US
dc.type.descriptionE2 - Conference Publications (Non HERDC Eligible)en_US
dc.type.codeE - Conference Publicationsen_US
dc.description.versionPublisheden_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
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.en_US
gro.date.issued2005
gro.hasfulltextFull Text


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