Considering the relationship between research and practice in technology education: A perspective on future research endeavours

Authors

  • Niall Seery Athlone Institute of Technology
  • Richard Kimbell Goldsmiths, University of London
  • Jeffrey Buckley Athlone Institute of Technology
  • Joseph Phelan University of Nebraska, Lincoln

Keywords:

technology education research, Design and Technology education research, TERU, TERG

Abstract

Technology subjects are a relatively recent addition to the discipline offerings at postprimary level, and have a short but interesting history in terms of associated educational research. In this paper, an overview of the evolving research agendas that emerged in response to the nature of practice, from the perspectives of the Technology Education Research Unit (TERU) and the Technology Education Research Group (TERG) is presented. A chronological account of their research activities is provided, demonstrating the perspectives, paradigms and foundations of their research endeavours. The purpose of this paper is to provoke reflection on the past, present and future of technology education research and practice, using both TERG and TERU for narrative purposes. Therefore, this paper concludes by sharing the evolution of research in TERU and TERG, so as to help consider and shape the future of relevant, contemporary, and progressive research activity.

Downloads

Published

2019-07-02

How to Cite

SEERY, N.; KIMBELL, R.; BUCKLEY, J.; PHELAN, J. Considering the relationship between research and practice in technology education: A perspective on future research endeavours. Design and Technology Education: An International Journal, [S. l.], v. 24, n. 2, p. 163–174, 2019. Disponível em: https://openjournals.ljmu.ac.uk/DesignTechnologyEducation/article/view/1312. Acesso em: 21 dec. 2024.

Issue

Vol. 24 No. 2 (2019): Design and Technology Education: An International Journal

Section

Research

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

This work is licensed under a Creative Commons Attribution 4.0 International License.

 

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.