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Authors:Joël Lebeaume: École normale superieure de Cachan, France
Publication title:To Learn Teaching Technology and to become Primary School Teacher: the question about technology for age groups 5–12 in France
Conference:PATT 1996. Proceedings from the conference "Pupils Attitude Towards Technology"
Publication type: Abstract and Fulltext
Issue:005
Article No.:009
Abstract:This paper will focus on two questions: What is technology for primary school and nursery school? and How to learn teaching technology? But these two questions are linked because it is difficult to analyse teaching technology without examining both curriculum for schools and teachers. In France, the main question is to have really activities at school because for a long time there is curriculum, many available activities in school books but rarely practices.

To examine this double question, it is important to define what are subject matters at primary school in order to show the differences between academic subjects and subjects designed and organised for pupils (5-12 years old). An historical point of view is also important to understand when and how technological education was born, how this new subject had been integrated in primary school curriculum, and to discern ruptures and continuities in the traditional ideas about teaching for young pupils. Then "technology" dont appear as an alone subject but included in an area which bad been called with different names in compulsory school. In the new curriculum (1994) this area is for age groups 3-5 "to discover the world", for age groups 5-8 "discovering the world" and for age groups 8-11 "sciences and technology". This organisation have it out with a gradual differentiation of subject matters for pupils. However, the technological point of view has to be identified by teachers because they must be able to discern when they are teaching technology, physics or biology during activities that they proposed at school.

The question about vocational training for primary school teachers is the question about capacities, knowledge’s and skills to be able to teach this area. But in the institutes for training teachers, the most of students or young teachers (about 90%) are coming rather from human sciences, psychology or literary. Then it is essential to examine this question with a vocational point of view. What is a primary school teacher ? He is neither a technology teacher, nor a physics teacher, nor a biology teacher, nor an history teacher… He is a specialist of educating and teaching for children 3-11 years old. Generally, at the question about training to teach area of science and technology, there are two answers. The first one is that the training has to give the whole of knowledge’s in electricity, mechanics, astronomy, electronics, physics… But with this idea it is impossible to design training because it needs a very long time. The other answer is that the training has to be a reconciliation between students and science and technology because often they dont like that and they have a bad memory of the time when they had studied science at school. This answer is also insufficient

Language:English
Year:1996
No. of pages:12
Pages:73-84
Series:Linköping Electronic Conference Proceedings
ISSN (print):1650-3686
ISSN (online):1650-3740
File:http://www.ep.liu.se/ecp/005/09/00509b.pdf
Available:2001-01-19
Publisher:Linköping University Electronic Press, Linköpings universitet

REFERENCE TO THIS PAGE
Joël Lebeaume (1996). To Learn Teaching Technology and to become Primary School Teacher: the question about technology for age groups 5–12 in France, PATT 1996. Proceedings from the conference "Pupils Attitude Towards Technology" http://www.ep.liu.se/ecp_article/index.en.aspx?issue=005;article=09 (accessed 9/2/2014)