Teaching Intermediate Technology Education in Newfoundland and Labrador
The purpose of this study was to explore the teaching of intermediate technology education within the Newfoundland and Labrador context. As there were no empirical investigations prior to this study, this investigation was important in creating new knowledge that can be utilized by multiple groups t...
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ftunivcalgary:oai:prism.ucalgary.ca:11023/3934 2023-08-27T04:10:37+02:00 Teaching Intermediate Technology Education in Newfoundland and Labrador Gill, David Lock, Jennifer Friesen, Sharon Kim, Beaumie 2017 application/pdf http://hdl.handle.net/11023/3934 https://doi.org/10.11575/PRISM/27985 eng eng Graduate Studies University of Calgary Calgary Gill, D. (2017). Teaching Intermediate Technology Education in Newfoundland and Labrador (Unpublished doctoral thesis). University of Calgary, Calgary, AB. doi:10.11575/PRISM/27985 http://dx.doi.org/10.11575/PRISM/27985 http://hdl.handle.net/11023/3934 University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. Education--Curriculum and Instruction Education--Technology intermediate technology education curricular marginalization teacher professionalism doctoral thesis 2017 ftunivcalgary https://doi.org/10.11575/PRISM/27985 2023-08-06T06:31:07Z The purpose of this study was to explore the teaching of intermediate technology education within the Newfoundland and Labrador context. As there were no empirical investigations prior to this study, this investigation was important in creating new knowledge that can be utilized by multiple groups that lay claim on intermediate technology in the province. Further, this study firmly placed Newfoundland and Labrador’s implementation of intermediate technology education within the international scholarly community. As such, it has addressed key points concerning teacher experience and belief, professional development, leadership, and curricular marginalization. The main research question for this study focused on what factors support or hinder the capability and capacity of intermediate technology education teachers in Newfoundland and Labrador. From this question, a qualitative exploratory case study design was developed that used an online teacher questionnaire, semi-structured teacher and administrator interviews, and classroom observations as the main data gathering methods. Thematic analysis was then used to develop a rich thick description of the teaching of intermediate technology education in relation to the research questions. The data supported the concept that teacher professionalism was a critical factor in relation to supporting the teaching of intermediate technology education. In contrast, systemic marginalization was observed as a major factor that was a hindrance to the teaching of intermediate technology education. The data helped to inform the development of a conceptual framework that closely models the complex nature of teaching intermediate technology education in Newfoundland and Labrador. Doctoral or Postdoctoral Thesis Newfoundland PRISM - University of Calgary Digital Repository Newfoundland |
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PRISM - University of Calgary Digital Repository |
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ftunivcalgary |
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English |
topic |
Education--Curriculum and Instruction Education--Technology intermediate technology education curricular marginalization teacher professionalism |
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Education--Curriculum and Instruction Education--Technology intermediate technology education curricular marginalization teacher professionalism Gill, David Teaching Intermediate Technology Education in Newfoundland and Labrador |
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Education--Curriculum and Instruction Education--Technology intermediate technology education curricular marginalization teacher professionalism |
description |
The purpose of this study was to explore the teaching of intermediate technology education within the Newfoundland and Labrador context. As there were no empirical investigations prior to this study, this investigation was important in creating new knowledge that can be utilized by multiple groups that lay claim on intermediate technology in the province. Further, this study firmly placed Newfoundland and Labrador’s implementation of intermediate technology education within the international scholarly community. As such, it has addressed key points concerning teacher experience and belief, professional development, leadership, and curricular marginalization. The main research question for this study focused on what factors support or hinder the capability and capacity of intermediate technology education teachers in Newfoundland and Labrador. From this question, a qualitative exploratory case study design was developed that used an online teacher questionnaire, semi-structured teacher and administrator interviews, and classroom observations as the main data gathering methods. Thematic analysis was then used to develop a rich thick description of the teaching of intermediate technology education in relation to the research questions. The data supported the concept that teacher professionalism was a critical factor in relation to supporting the teaching of intermediate technology education. In contrast, systemic marginalization was observed as a major factor that was a hindrance to the teaching of intermediate technology education. The data helped to inform the development of a conceptual framework that closely models the complex nature of teaching intermediate technology education in Newfoundland and Labrador. |
author2 |
Lock, Jennifer Friesen, Sharon Kim, Beaumie |
format |
Doctoral or Postdoctoral Thesis |
author |
Gill, David |
author_facet |
Gill, David |
author_sort |
Gill, David |
title |
Teaching Intermediate Technology Education in Newfoundland and Labrador |
title_short |
Teaching Intermediate Technology Education in Newfoundland and Labrador |
title_full |
Teaching Intermediate Technology Education in Newfoundland and Labrador |
title_fullStr |
Teaching Intermediate Technology Education in Newfoundland and Labrador |
title_full_unstemmed |
Teaching Intermediate Technology Education in Newfoundland and Labrador |
title_sort |
teaching intermediate technology education in newfoundland and labrador |
publisher |
Graduate Studies |
publishDate |
2017 |
url |
http://hdl.handle.net/11023/3934 https://doi.org/10.11575/PRISM/27985 |
geographic |
Newfoundland |
geographic_facet |
Newfoundland |
genre |
Newfoundland |
genre_facet |
Newfoundland |
op_relation |
Gill, D. (2017). Teaching Intermediate Technology Education in Newfoundland and Labrador (Unpublished doctoral thesis). University of Calgary, Calgary, AB. doi:10.11575/PRISM/27985 http://dx.doi.org/10.11575/PRISM/27985 http://hdl.handle.net/11023/3934 |
op_rights |
University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. |
op_doi |
https://doi.org/10.11575/PRISM/27985 |
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1775352818587140096 |