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Factors that Influence the Desire to Become Teachers of Technology: An Australian Study

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avondale-bepress-to-dspace.peer_review_statusPeer reviewed
avondale-bepress.abstract<p>In this study, 337 pre-service teachers enrolled in Technology Teacher Education Programs (TTEP), in eight tertiary institutions across Australia, responded to a questionnaire seeking information about those factors that influenced their decision to become teachers of Technical and Applied Studies (TAS). The study found: a majority of the respondents were male (71%); most came from urban areas (61%); just over half (51%) entered the course from the workforce and just over a third of the respondents entered the course direct from school. Of the 172 respondents who came from the work force, a total of 93 (86 male) had prior trade experience. Factor analysis of attitudinal items set against a four-point Likert scale produced three factors related to their decision to become TAS teachers. These included encouragement from members of the community, the influence of experiences in technology at school, and a desire to teach. A three stage regression model was created with the scale ‘Desire to Teach’ as the ultimate dependent variable. Factors most strongly influencing ‘Desire to Teach’ included hobbies and interests prior to enrolment, encouragement from members of the community and the influence of experiences in technology at school. The authors propose a number of strategies for promoting technology teaching and increasing the TTEP student intake, based on their findings.</p>
avondale-bepress.articleid1009
avondale-bepress.authorsRon Green
avondale-bepress.authorsCedric Greive
avondale-bepress.context-key3416780
avondale-bepress.coverpage-urlhttps://research.avondale.edu.au/teach/vol1/iss1/10
avondale-bepress.document-typeresearch_scholarship
avondale-bepress.field.custom_citationGreen, R., & Greive, C. (2007). Factors that influence the desire to become teachers of technology: An Australian study. <em>TEACH Journal of Christian Education, 1</em>(1), 33-44. doi:10.55254/1835-1492.1009
avondale-bepress.field.doi10.55254/1835-1492.1009
avondale-bepress.field.embargo_date2012-10-22T00:00:00Z
avondale-bepress.field.peer_reviewedtrue
avondale-bepress.field.publication_date2007-01-01T00:00:00Z
avondale-bepress.field.publisherAvondale Academic Press
avondale-bepress.field.reviewedPeer-Reviewed
avondale-bepress.fulltext-urlhttps://research.avondale.edu.au/cgi/viewcontent.cgi?article=1009&amp;context=teach&amp;unstamped=1
avondale-bepress.keywordsTechnology Teacher Education Programs
avondale-bepress.keywordstechnology education
avondale-bepress.keywordstechnology teacher shortage in Australia
avondale-bepress.label10
avondale-bepress.publication-date2007-01-01T00:00:00Z
avondale-bepress.publication-titleTEACH Journal of Christian Education
avondale-bepress.statepublished
avondale-bepress.submission-date2012-10-22T22:00:51Z
avondale-bepress.submission-pathteach/vol1/iss1/10
avondale-bepress.titleFactors that Influence the Desire to Become Teachers of Technology: An Australian Study
avondale-bepress.typearticle
dc.contributor.authorGreive, Cedric
dc.contributor.authorGreen, Ron
dc.date.accessioned2023-11-01T00:27:24Z
dc.date.available2023-11-01T00:27:24Z
dc.date.issued2007-01-01
dc.date.submitted2012-10-22T22:00:51Z
dc.description.abstract<p>In this study, 337 pre-service teachers enrolled in Technology Teacher Education Programs (TTEP), in eight tertiary institutions across Australia, responded to a questionnaire seeking information about those factors that influenced their decision to become teachers of Technical and Applied Studies (TAS). The study found: a majority of the respondents were male (71%); most came from urban areas (61%); just over half (51%) entered the course from the workforce and just over a third of the respondents entered the course direct from school. Of the 172 respondents who came from the work force, a total of 93 (86 male) had prior trade experience. Factor analysis of attitudinal items set against a four-point Likert scale produced three factors related to their decision to become TAS teachers. These included encouragement from members of the community, the influence of experiences in technology at school, and a desire to teach. A three stage regression model was created with the scale ‘Desire to Teach’ as the ultimate dependent variable. Factors most strongly influencing ‘Desire to Teach’ included hobbies and interests prior to enrolment, encouragement from members of the community and the influence of experiences in technology at school. The authors propose a number of strategies for promoting technology teaching and increasing the TTEP student intake, based on their findings.</p>
dc.identifier.citationGreen, R., & Greive, C. (2007). Factors that influence the desire to become teachers of technology: An Australian study. <em>TEACH Journal of Christian Education, 1</em>(1), 33-44. doi:10.55254/1835-1492.1009
dc.identifier.doihttps://doi.org/10.55254/1835-1492.1009
dc.identifier.urihttps://research.avondale.edu.au/handle/123456789/03416780
dc.language.isoen_us
dc.publisherAvondale Academic Press
dc.subjectTechnology Teacher Education Programs
dc.subjecttechnology education
dc.subjecttechnology teacher shortage in Australia
dc.titleFactors that Influence the Desire to Become Teachers of Technology: An Australian Study
dc.typeJournal Article
dspace.entity.typePublication
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