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The research investigates the gendered processes girls and women may encounter when studying and working in technical craft and technology education. Data came from semi-structured theme interviews conducted from November to December 2014 with seven female teachers in basic education schools. Qualitative thematic analysis identified recurring patterns in labour divisions, symbolic representations, and interactions between women and men.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/female-technology-education-teachers-experiences-of-finnish-craft-education/600692/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/female-technology-education-teachers-experiences-of-finnish-craft-education/600692.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the study’s ultimate purpose?","Question",{"text":112,"@type":113},"To contribute to efforts to increase the number of women studying technology and pursuing technological careers by investigating their experiences in technology education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted and what data were used?",{"text":117,"@type":113},"The study used semi-structured theme interviews with seven female teachers of technical craft and technology education, with data collected from November to December 2014.",{"name":119,"@type":110,"acceptedAnswer":120},"What types of gendered patterns were found?",{"text":121,"@type":113},"Participants experienced gendered patterns related to divisions of labour, the construction of symbols and images, and interactions between women and men.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600692,1792166417,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Female Technology Education Teachers’ Experiences of Finnish Craft Education  \nSonja Niiranen, University of Jyväskylä, Finland  \nAntti Hilmola, University of Helsinki, Finland  \nAbstract  \nIn order to introduce a more equitable gender balance in education and consequently in the labour market, it is highly relevant to continue to expand our knowledge of technology education and to give attention to gender related issues. The ultimate purpose of this study was to contribute to efforts to get more women to study technology and pursue technological careers by investigating their experiences. To approach this, the aim was to offer an overview of the gendered processes that girls and women may experience when studying and working in the area of technical craft and technology education.  \nThe study was carried out using semi-structured theme interviews, and the data were collected from November to December 2014. The study group consisted of seven female teachers of technical craft and technology education working in basic education schools. A qualitative theory-oriented thematic analysis was carried out through the identification, coding, analysis and reporting of patterns within the data. The findings revealed that all of the participants had experienced gendered patterns in terms of divisions of labour, construction of symbols and images and interactions between women and men. It is hoped that the findings of this study will facilitate the implementation of supportive interventions in the future.  \nKey words  \ntechnology education, technical craft, women, girls, gendered processes, experiences  \nIntroduction  \nTechnology is playing an increasingly important role in all realms of life—in peoples’ private lives, as citizens and consumers and in their work lives (Ardies, 2015) . Whenever and wherever each of us was born and spent our early years, we have been profoundly influenced by the technologies we have encountered (Keirl, 2011:237) . Therefore, it can be claimed that technology is an important part of our daily lives, and the experiences we have with technology have an impact on personal interests, career aspirations and social role patterns related to technology (Volk, 2007: 191) . Technology education has been developed to help people with technology by  \nproviding them the tools and skills they need to understand and utilise it. It has been suggested that problem-based activities can assist people to become critically literate to address issues through active engagement in both: tool-related hands-on and discursive practices of technology (Wilkinson and Bencze, 2011) . Another concept related to technology education is the term STEM (Science, Technology, Engineering and Mathematics), which has become established in the field of education, and technology is one of the subject areas included under the STEM umbrella. All over the world knowledge and understanding of the subjects involved in STEM are considered vital for young people in an increasingly science-and technology-driven society, and STEM education is seen as a new ‘arms race’ that governments are prepared to invest heavily in (Banks and Barlex, 2014) . The call for improved STEM education continues under the auspices of strengthening the flow of qualified people into the STEM workforce and enhancing STEM literacy for the general population (Ritz and Fan, 2015) .  \nIn Finland, there is still no special subject called technology education in basic education; rather, the education of the topic is currently decentralised and taught through various subjects (Autio et al., 2011; National Core Curriculum for Basic Education 2004 (hereinafter NCCBE 2004); National Core Curriculum for Basic Education 2014 (hereinafter NCCBE 2014)) . Technology as a concept was introduced – but not defined – for the first time in the Finnish Framework Curriculum for Comprehensive Schools in 1985 as a component of the craft subject, ‘technical work and textile work’ (Rasinen et al., 2011:99) .","cbCairVSwuXXkRnV","https://ap.wps.com/l/cbCairVSwuXXkRnV","pdf",98642,"English","# Introduction\n## Technology and technology education\n## Finland’s framework for technology learning\n# Research Method\n## Interview design and participants\n## Thematic analysis approach\n# Findings and Implications\n## Gendered patterns in craft education\n## Supportive interventions for the future","[{\"question\":\"What was the study’s ultimate purpose?\",\"answer\":\"To contribute to efforts to increase the number of women studying technology and pursuing technological careers by investigating their experiences in technology education.\"},{\"question\":\"How was the research conducted and what data were used?\",\"answer\":\"The study used semi-structured theme interviews with seven female teachers of technical craft and technology education, with data collected from November to December 2014.\"},{\"question\":\"What types of gendered patterns were found?\",\"answer\":\"Participants experienced gendered patterns related to divisions of labour, the construction of symbols and images, and interactions between women and men.\"}]","Female Technology Education Teachers’ Experiences of Finnish Craft Education | PDF",1792091186]