Criteria for continuing professional development of technology teachers’ professional knowledge: a theoretical perspective

Werner Engelbrecht, Piet Ankiewicz

Research output: Contribution to journalArticlepeer-review

20 Citations (Scopus)

Abstract

Continuing professional teacher development (CPTD) is generally accepted as an indispensable tool for the professional development of technology teachers. The current theoretical framework for CPTD comprises a variety of models. However, criteria underpinning these models are not explicit. If, in turn, the criteria were explicit, it could serve as part of the pre-determined criteria for the evaluation of the quality of CPTD programmes. The quality of higher education is important to its stakeholders and the assurance thereof should be a continuous process. The aim of this article is to determine criteria for evaluating CPTD programmes through an analysis of CPTD models in different educational settings. The article takes the form of a literature study to determine which CPTD models exist and which aspects of such models are most suitable for facilitating development of technology teachers’ professional knowledge. A significant finding of this study is eight criteria for evaluating CPTD programmes.

Original languageEnglish
Pages (from-to)259-284
Number of pages26
JournalInternational Journal of Technology and Design Education
Volume26
Issue number2
DOIs
Publication statusPublished - 1 May 2016

Keywords

  • Continuing professional teacher development
  • Criteria for continuing professional development
  • Models of continuing professional teacher development
  • Technology education

ASJC Scopus subject areas

  • Education
  • General Engineering

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