Search results

This paper addresses the theme of the conference by contributing to our understanding of the way in which professional identity is shaped in the post-compulsory context. The area of technology education presents a useful example as it is currently involved in the process of paradigm change. This research examines how attitudes of university students are changing towards technology and technology education through their four-year university study. One of the important findings discussed in this paper is that, the number of years of study within the university program does not relate to the depth of interpretation of what technology and technology education is and to positive attitudes towards its teaching at school. The major factor that has a strong influence on shaping professional identity of technology education pre-service teachers is their age. Mature age students are more open to change, they see a value in technology education and are ready to implement it. Life experiences were identified as important factor. Informal prior learning prepared them well to understand and appreciate the importance and complexity of technology education.