A Changing Role for Technology Teacher Education

Abstract

Is it time for a major redesign in technology teacher education? The field of technology education has gone through considerable introspection and revision in recent years. Welty (2003) suggested that over the last twenty years, the recommended curriculum for the study of technology has evolved dramatically in response to a new emphasis on teaching design, the development of standards, and other new initiatives. Welty further stated that, In light of these advancements, technology teacher educators are being challenged to evaluate their technical curricula, to look beyond traditions in teacher education, to reflect on the nature of knowledge, and to update both technical and professional courses for undergraduate technology teacher education (p. 74). The convergence of new standards, accreditation requirements, research on teaching and learning, as well as new state certification policies have forced many technology teacher education programs to consider changes. In addition to these challenges, technology teacher education programs are facing unparalleled external problems. Some of these problems include shortages of entering pre-service teachers, program closures, and shortages of funding to support substantial programmatic adaptations. Pressure also comes from school administrators to maintain or reinstate traditional programs for students with limited abilities, from business and industry to focus on trade-specific courses, from community colleges to prepare students for post-secondary technical programs (Welty, 2003), and from professional associations to include courses related to pre-engineering, design, and technological literacy.