Technology Teacher Socialisation Patterns in Germany, England and Canada: A comparative analysis

Abstract

Technological education teachers are a unique group. Their socialisation is complicated by conventions of teaching and learning in schools and by how schools are organised and politicised. Their lives are further complicated by the ubiquitous role and mission of schools. Through a comparative analysis of technology teachers and secondary school sites from within the three countries, Germany, England, and Canada, the problems these teachers face are examined and illuminated. Technology teachers, it was found, spend their careers unconsciously resisting a way of learning and behaving in their schools that, to them, is dysfunctional. As such their socialisation into the profession is problematic.