NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1064454
Record Type: Journal
Publication Date: 2007
Pages: 20
Abstractor: ERIC
Reference Count: 22
ISSN: ISSN-1045-1064
Identifying the Paradigm of Design Faculty in Undergraduate Technology Teacher Education in the United States
Warner, Scott A.; Erli, Laura Morford; Johnson, Chad W.; Greiner, Scott W.
Journal of Technology Education, v18 n2 p68-87 Spr 2007
The research in this report documents the second part of a multi-year study that is investigating the status of design in the undergraduate experiences of future technology education teachers. These studies were designed to measure the nature of the academic/experiential infrastructure for preparing future technology educators to interpret and use the design process as part of their normal teaching strategies. Each part of this multi-year study was designed to be descriptive in nature. The first part of the study documented the types and numbers of design-focused courses offered at colleges and universities across the United States in technology teacher education programs (Warner & Morford, 2004). The current study investigated the paradigm of the design faculty in the programs identified in the initial research. This component was designed to provide additional insight into how technology teacher education was being influenced by both the design paradigm and the demographics of the instructors of undergraduate design-focused courses. [See the first study: "The Status of Design in Technology Teacher Education in the United States," Warner, S., & Morford, L. (2004) in ERIC at EJ1063617.]
Journal of Technology Education. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A