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Historiography in Graduate Technology Teacher Education

Jim Flowers and Brian Hunt
The Journal of Technology Studies
Vol. 38, No. 1/2 (Spring/Fall 2012), pp. 2-11
Published by: Epsilon Pi Tau, Inc.
Stable URL: http://www.jstor.org/stable/43604675
Page Count: 10
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Abstract

A proposal is made suggesting the inclusion of historiography (i.e., historical research and the writing of history) into graduate technology teacher education. In particular, a strategy is forwarded to have graduate students in technology teacher education, who are working at schools in different locations, conduct historical research and write histories describing how local inhabitants transmitted technical learning dating back to the earliest human inhabitants. There are potential benefits for the graduate students, the students they teach, and the field of technology teacher education. Collaboration among institutions is recommended. After arguing for the proposal, this article uses a personalized historical narrative approach to evoke a connection with the reader that is not possible with more impersonal approaches and thus illustrating some of the richness of historical techniques.

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