Drawing on the perspectives of experienced digital technology teachers, the qualitative study explored how less experienced teachers develop digital technology subject knowledge. Qualitative methods of data collection and grounded theory analysis were employed to generate substantive theory. Three propositions regarding the subject emerged from the research. The first relates to teachers' development of subject knowledge, from novice to, specialist. The second relates to students' development of subject knowledge and online safety, and the third to influences that influence teachers' subject development, including the influence of school leaders. The thesis concluded that teachers need support to develop technology skills and confidence.
|Award date||28 Nov 2019|
|Publication status||Unpublished - 2019|