[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600693-105":59,"doc-detail-600693-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","pre-service-teachers-conclusive-principles-for-teaching-technology-education","Pre-service Teachers’ Conclusive Principles for Teaching Technology Education","","This research investigates which enduring teaching principles preservice teachers in a Technology Education curriculum-development course conclude as most important for effective classroom teaching. The study analyzes course-concluding principles as early guidance for graduates transitioning from university into their first teaching appointments. Findings are interpreted through personal epistemology research, emphasizing how prior community and teacher experiences shape evolving beliefs and practices, and how these beliefs guide teaching, learning, and instructional choices.",{"@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/pre-service-teachers-conclusive-principles-for-teaching-technology-education/600693/",{"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/pre-service-teachers-conclusive-principles-for-teaching-technology-education/600693.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the paper investigate about preservice teachers?","Question",{"text":112,"@type":113},"It examines what third-year preservice teachers conclude as important conclusive principles for teaching Technology Education effectively in their classrooms.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are personal epistemologies used in the study?",{"text":117,"@type":113},"The paper uses personal epistemology research to frame how preservice teachers’ beliefs evolve from earlier naïveepistemologies toward more sophisticated beliefs and practices as confidence and understanding develop.",{"name":119,"@type":110,"acceptedAnswer":120},"How is Technology Education structured in the New Zealand curriculum?",{"text":121,"@type":113},"Technology Education is described as having three key strands—Nature of Technology, Technological Practice, and Technological Knowledge—integrated to support authentic learning and design-focused outcomes.","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},600693,1792621783,{"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":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"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":144},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Pre-service Teachers’ Conclusive Principles for Teaching Technology Education  \nPaul Snape, University of Canterbury, New Zealand  \nAbstract  \nWhat enduring knowledge and understanding from tertiary education study will learners remember most that will contribute to their on-going performance and understanding for effective teaching? This paper is based on research undertaken to identify what third-year initial teacher education students in a course including Technology Education curriculum development conclude as important principles for teaching that discipline effectively in their classrooms. Their course-concluding principles should be seen as first steps or thoughts as they transition from university into their first appointments and begin teaching. Literature on personal epistemologies (Brownlee, Schraw & Berthelsen, 2011) identifies that preservice teachers’ awareness will also be reflective of prior experiences they have had in the community and from teachers they have been exposed to and that their naïveepistemologies will give way to more sophisticated beliefs and practices as their confidence and understanding develops. The students’ conclusive principles were analysed to identify the nature of their understanding and as a guide to what teaching in this discipline might look like as they begin their teaching career.  \nKey words  \ninitial teacher education, technology education, conclusive principles, personal epistemology, pedagogy, design and technology, D&T  \nIntroduction  \nInitial Teacher Education programmes will endeavour to help students extend their personal epistemologies (Brownlee, Schraw, and Berthelsen, 2011) in preparation for them entering the teaching profession. While a good amount of this will already be established by their prior experiences at home and in schools (Bhargava, 2011 & Yadav, Herron & Samarapungavan, 2011), along with any contextual and conceptual connections to discipline areas, academics would expect to be able to influence their knowledge through course content and practice. Teachers’personal epistemologies will outline the beliefs they develop about the nature of knowledge and knowing, and it is this that will strongly influence what they will teach, how they will teach it and how they will learn to do this  \n(Schommer-Aikens, 2004; Hofer, 2010) . Thomas (2013) cites Uztosum and Calderhead who conclude that there are five areas of teacher’s beliefs including: learners and learning, the subject, teaching, learning to teach, and beliefs about self and the teaching role. This article investigates what students in an initial teacher education course identify as being most important for their developing understanding of classroom teaching in Technology Education.  \nIn New Zealand universities undergraduates in initial teacher education programmes complete a three-year degree. In the qualification in which this research was undertaken they complete one curriculum course in Technology Education in a paper that is shared equally with Science Education. Part of one of the course assessment asks the students to establish a number of conclusive principles confirmed from their understanding of the course content that will be significant to their teaching of Technology Education once they graduate and become classroom teachers. The research reported in this article identifies the conclusive principles they have embraced to date and consider most to be important. The article will rank these by importance and describe how they are perceived by students once they have completed the course.  \nBackground, assessment and methodology Technology Education is one of eight disciplines in the New Zealand Curriculum, 2007 (Ministry of Education, 2007a) . In New Zealand Technology Education is a compulsory learning area until Year 10 of schooling (about 15 years of age) and it can then be taken to a higher level in the final three years of secondary schooling. Credits achieved in these final three years of s","cbCaictWT5vjGEK1","https://ap.wps.com/l/cbCaictWT5vjGEK1","pdf",121210,"English","# Introduction\n# Background, Assessment and Methodology\n## Technology Education curriculum strands\n## Teacher support resources","[{\"question\":\"What does the paper investigate about preservice teachers?\",\"answer\":\"It examines what third-year preservice teachers conclude as important conclusive principles for teaching Technology Education effectively in their classrooms.\"},{\"question\":\"How are personal epistemologies used in the study?\",\"answer\":\"The paper uses personal epistemology research to frame how preservice teachers’ beliefs evolve from earlier naïveepistemologies toward more sophisticated beliefs and practices as confidence and understanding develop.\"},{\"question\":\"How is Technology Education structured in the New Zealand curriculum?\",\"answer\":\"Technology Education is described as having three key strands—Nature of Technology, Technological Practice, and Technological Knowledge—integrated to support authentic learning and design-focused outcomes.\"}]","Pre-service Teachers’ Conclusive Principles for Teaching Technology Education | PDF",1792091187,23]