[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-600467-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-600467-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","teacher-guides-and-educative-curriculum-materials-in-technology-education","Teacher Guides and Educative Curriculum Materials in Technology Education","","Materials and artefacts used by teachers and students strongly shape educational practice. In technology education, many teachers report insufficient subject competence, making curriculum materials such as textbooks and teacher guides key supports. This study analyzes a teacher's guide for grades 7–9 to identify whether it “talks through” the teacher with directives or “talks to” the teacher with rationale. Results show mostly directive support with limited educative features.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/teacher-guides-and-educative-curriculum-materials-in-technology-education/600467/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/teacher-guides-and-educative-curriculum-materials-in-technology-education/600467.png","ImageObject",300,407,{"name":42,"@type":43},"OmBimo","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What role do teacher guides play in technology education?","Question",{"text":62,"@type":63},"Teacher guides can provide support either by giving directives to plan teaching (“talk through”) or by explaining rationale and reasoning (“talk to”), helping teachers understand and adapt instruction.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does the study analyze the teacher's guide for grades 7–9?",{"text":67,"@type":63},"The study uses an adapted framework for design principles of educative curriculum materials to examine what kind of support the guide provides.",{"name":69,"@type":60,"acceptedAnswer":70},"What does the analysis conclude about the teacher's guide examined?",{"text":71,"@type":63},"The guide mostly provides directive support without explaining why or offering alternative ways. The educative features found are few, short, and not very detailed.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},600467,1792165435,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","The teacher's guide's way of communicating with the teacher–within the subject of technology  \nPernilla Sundqvist, Mälardalen University, Sweden  \nSusanne Engström, KTH Royal Institute of Technology, Sweden Charlotta Nordlöf, Linköping University, Sweden  \nAbstract  \nThe materials and artefacts utilized by teachers and students play a crucial role in education. Ina subject like technology, where many teachers feel they do not have sufficient competence, curriculum materials such as textbooks and teacher guides provide important support for teachers. Teacher guides, in particular, have the potential to support teachers in different ways. The guidance provided in a teacher's guide can be either directive and talk through the teacher, i.e. telling the teacher what to do, or educative and talk to the teacher, i.e. telling the teacher how to do it and why to do it this way, thereby providing the teacher with knowledge to better understand the teaching of the subject. In this study, we analyze a teacher's guide for grades 7- 9 to find out what kind of support it provides the teacher. An adapted framework for the design principles of educative curriculum materials was used. The analysis shows that this particular teacher's guide mostly talks through the teacher, giving the teacher directives on how to teach but without explaining why or suggesting other possible ways. The few educative features found are short and not very detailed. The support an educative teacher's guide could provide would give the teacher agency over their teaching and a better possibility to adapt teaching to situations and students. However, we see little of that kind of guidance in the teacher's guide analyzed in this study and conclude by outlining the possible consequences for technology education.  \nKeywords  \nTechnology education, teacher guides, design principles, educative curriculum materials  \nIntroduction  \nThe materials and artefacts utilized by teachers and students play a crucial role in education. While curriculum materials like textbooks are important for students ' learning, they also provide support for teachers (Oates, 2014; Graeske, 2021) . Teachers in science and technical subjects appear to use textbooks extensively, but in different ways depending on the students involved (Bachmann, 2005; Schlag & Glock, 2023) . Both textbooks and teacher guides provide support for teachers in planning and organizing teaching, especially teachers who are uncertain about their subject knowledge (Driscoll et al., 1994; Englund, 2006), which is likely the case for many technology teachers in Sweden since a large proportion are not trained in the subject. A recent study on four technology textbooks (Engström et al., 2023) revealed three different approaches to how the content (industrial processes) was presented, which means that choices made by the textbook authors entail that some content is made visible while some are overlooked. Hence, the textbook used by the teacher will affect how the content is presented to the student and therefore how the student can understand, in this case, industrial processes. This highlights the difficulty, or perhaps impossibility, of including all the relevant content for a  \ntechnology topic in a textbook, and the importance for teachers to be aware of this and to complement the textbook with other relevant resources. To support teachers in this, such information could be provided in the teacher's guide.  \nIn Sweden, around 50 % of the teachers who teach technology in years 7 – 9 (students aged 13- 16) are trained in technology education, which is relatively low compared to other subjects (National Agency for Education, 2024a) . One challenge is that the subject of technology is sometimes perceived to be overshadowed by other school subjects, for example, a perceived lack of resources or time for collegial meetings (Nordlöf et al., 2019, Skolinspektionen, 2014) . In particular, new technology teachers describe feeling uncerta","cbCaiaFa2ExQN0fn","https://ap.wps.com/l/cbCaiaFa2ExQN0fn","pdf",386917,18,"English","# Abstract\n# Introduction\n## Research aim and questions","[{\"question\":\"What role do teacher guides play in technology education?\",\"answer\":\"Teacher guides can provide support either by giving directives to plan teaching (“talk through”) or by explaining rationale and reasoning (“talk to”), helping teachers understand and adapt instruction.\"},{\"question\":\"How does the study analyze the teacher's guide for grades 7–9?\",\"answer\":\"The study uses an adapted framework for design principles of educative curriculum materials to examine what kind of support the guide provides.\"},{\"question\":\"What does the analysis conclude about the teacher's guide examined?\",\"answer\":\"The guide mostly provides directive support without explaining why or offering alternative ways. The educative features found are few, short, and not very detailed.\"}]","Teacher Guides and Educative Curriculum Materials in Technology Education | PDF",1792090747,45]