First year student teachers’ perceptions of technology education: The relationship between general teaching, functional learning goals and technical learning

Abstract The aim of this article is to examine first year student teachers’ perceptions of technology education. Being aware of the perceptions needed for teacher education to support their growth in comprehensive technology education teaching and developing the teacher educations. Student teachers’ perceptions are studied in the contexts of general teaching focus, functional learning goals, and the goals of technical learning content. The research question asks about the relationship between the general teaching focus of technology education and the functional learning goals and technical learning among first year craft student teachers ( n = 214) when they first start studying? The empirical data are from Finland, where technology education is associated with the craft subject in comprehensive schools and craft teacher education. The study employed a quantitative survey design using a structured questionnaire. Data were analysed using correlation, regression and mediation analysis to examine the relationships between general teaching focus, functional learning goals, and technical learning. The results highlight the central role of functional learning goals in mediating the relationship between the general teaching focus and technical learning. The direct effect of general teaching focus on technical learning was not significant. Overall, the first year students’ understanding of these areas of technology education and the connections between them was comprehensive and provides positive grounds on which to develop craft and technology teacher education.