Teaching Intermediate Technology Education in Newfoundland and Labrador

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atmire.migration.oldid5752
dc.contributor.advisorLock, Jennifer
dc.contributor.authorGill, David
dc.contributor.committeememberFriesen, Sharon
dc.contributor.committeememberKim, Beaumie
dc.date.accessioned2017-07-10T16:54:52Z
dc.date.available2017-07-10T16:54:52Z
dc.date.issued2017
dc.date.submitted2017en
dc.description.abstractThe purpose of this study was to explore the teaching of intermediate technology education within the Newfoundland and Labrador context. As there were no empirical investigations prior to this study, this investigation was important in creating new knowledge that can be utilized by multiple groups that lay claim on intermediate technology in the province. Further, this study firmly placed Newfoundland and Labrador’s implementation of intermediate technology education within the international scholarly community. As such, it has addressed key points concerning teacher experience and belief, professional development, leadership, and curricular marginalization. The main research question for this study focused on what factors support or hinder the capability and capacity of intermediate technology education teachers in Newfoundland and Labrador. From this question, a qualitative exploratory case study design was developed that used an online teacher questionnaire, semi-structured teacher and administrator interviews, and classroom observations as the main data gathering methods. Thematic analysis was then used to develop a rich thick description of the teaching of intermediate technology education in relation to the research questions. The data supported the concept that teacher professionalism was a critical factor in relation to supporting the teaching of intermediate technology education. In contrast, systemic marginalization was observed as a major factor that was a hindrance to the teaching of intermediate technology education. The data helped to inform the development of a conceptual framework that closely models the complex nature of teaching intermediate technology education in Newfoundland and Labrador.en_US
dc.identifier.citationGill, D. (2017). Teaching Intermediate Technology Education in Newfoundland and Labrador (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/27985en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/27985
dc.identifier.urihttp://hdl.handle.net/11023/3934
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducation--Curriculum and Instruction
dc.subjectEducation--Technology
dc.subject.otherintermediate technology education
dc.subject.othercurricular marginalization
dc.subject.otherteacher professionalism
dc.titleTeaching Intermediate Technology Education in Newfoundland and Labrador
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Education (EdD)
ucalgary.item.requestcopytrue
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