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Teachers’ teaching practice plays a key role in the learning process of pupils, and for teaching to be successful, teachers must have knowledge in many different fields. This obviously also applies to teaching the subject technology. However, lower secondary school technology education in Sweden has reportedly been described in terms of teaching not following the curriculum along with widespread uncertainty among teachers regarding how to design their teaching practices. To address this national challenge, we need to understand the existing technology teaching practice. The purpose of this study is therefore to explore the considerations experienced technology teachers make. The study is based on interviews with technology teachers who work in lower secondary school (13–15-year-old pupils). The collected data consist of teacher’s statements regarding their own expertise and teaching practice. To visualize the described teaching practice we have analysed collected data through the lens of pedagogical content knowledge (PCK). The results show both similarities and differences in the teachers’ descriptions. Speaking in terms of PCK, the purpose and teaching focus expressed by the respondents, framed within the category ‘Orientations to teach technology’, vary considerably. However, regarding ‘instructional strategies’, the consensus among those experienced teachers is striking. Experienced technology teachers’ teaching practices are proven to provide valuable information about the subject’s potential, and the findings offer a basis for the future development of the subject of technology as well as future teacher education and professional development courses.
Fahrman et al. (Thu,) studied this question.