Teacher professional development in higher education and the Teknosofikum project

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Standard

Teacher professional development in higher education and the Teknosofikum project. / Pischetola, Magda.

I: Learning Tech – Tidsskrift for læremidler, didaktik og teknologi, Bind 10, Nr. 1, 2021, s. 46-75.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Harvard

Pischetola, M 2021, 'Teacher professional development in higher education and the Teknosofikum project', Learning Tech – Tidsskrift for læremidler, didaktik og teknologi, bind 10, nr. 1, s. 46-75.

APA

Pischetola, M. (2021). Teacher professional development in higher education and the Teknosofikum project. Learning Tech – Tidsskrift for læremidler, didaktik og teknologi, 10(1), 46-75.

Vancouver

Pischetola M. Teacher professional development in higher education and the Teknosofikum project. Learning Tech – Tidsskrift for læremidler, didaktik og teknologi. 2021;10(1):46-75.

Author

Pischetola, Magda. / Teacher professional development in higher education and the Teknosofikum project. I: Learning Tech – Tidsskrift for læremidler, didaktik og teknologi. 2021 ; Bind 10, Nr. 1. s. 46-75.

Bibtex

@article{cef756cff1a14c12874f5db00634e632,
title = "Teacher professional development in higher education and the Teknosofikum project",
abstract = "Recent studies have acknowledged the pedagogical challenges posed by digital technologies in higher education (HE) and the need to expand teacher professional development. In this paper, I present the first conceptualization of Teknosofikum, a three-year project (2020-2023) funded by the Danish Ministry of Higher Education and Science, aimed at promoting HE teachers{\textquoteright} professional development in technology education. The paper draws on data from the first iteration, including definition of intended curriculum, content development with subject experts, and learning activities design. A sociomaterial perspective is adopted, informed by STS, critical design and feminist studies. Through these theoretical lenses, HE teachers{\textquoteright} professional development in technology education is understood as knowledge enacted through an approach of critical relational pedagogy.",
keywords = "technology education, Higher education, teacher professional development, Teacher training, technology comprehension, STS",
author = "Magda Pischetola",
year = "2021",
language = "English",
volume = "10",
pages = "46--75",
journal = "Learning Tech – Tidsskrift for l{\ae}remidler, didaktik og teknologi",
issn = "2445-6810",
publisher = "L{\ae}remiddel.dk",
number = "1",

}

RIS

TY - JOUR

T1 - Teacher professional development in higher education and the Teknosofikum project

AU - Pischetola, Magda

PY - 2021

Y1 - 2021

N2 - Recent studies have acknowledged the pedagogical challenges posed by digital technologies in higher education (HE) and the need to expand teacher professional development. In this paper, I present the first conceptualization of Teknosofikum, a three-year project (2020-2023) funded by the Danish Ministry of Higher Education and Science, aimed at promoting HE teachers’ professional development in technology education. The paper draws on data from the first iteration, including definition of intended curriculum, content development with subject experts, and learning activities design. A sociomaterial perspective is adopted, informed by STS, critical design and feminist studies. Through these theoretical lenses, HE teachers’ professional development in technology education is understood as knowledge enacted through an approach of critical relational pedagogy.

AB - Recent studies have acknowledged the pedagogical challenges posed by digital technologies in higher education (HE) and the need to expand teacher professional development. In this paper, I present the first conceptualization of Teknosofikum, a three-year project (2020-2023) funded by the Danish Ministry of Higher Education and Science, aimed at promoting HE teachers’ professional development in technology education. The paper draws on data from the first iteration, including definition of intended curriculum, content development with subject experts, and learning activities design. A sociomaterial perspective is adopted, informed by STS, critical design and feminist studies. Through these theoretical lenses, HE teachers’ professional development in technology education is understood as knowledge enacted through an approach of critical relational pedagogy.

KW - technology education

KW - Higher education

KW - teacher professional development

KW - Teacher training

KW - technology comprehension

KW - STS

M3 - Journal article

VL - 10

SP - 46

EP - 75

JO - Learning Tech – Tidsskrift for læremidler, didaktik og teknologi

JF - Learning Tech – Tidsskrift for læremidler, didaktik og teknologi

SN - 2445-6810

IS - 1

ER -

ID: 318543678