Technological literacy as the main product of technical education is becoming a crucial factor in our technologically advanced society. The role of a techniques and technologies (TAT) teacher is increasingly more critical, as well as oriented towards current trends and the needs of the market. The concept of technological literacy is described in the introductory (theoretical) part of this thesis. A research about technological literacy (LT) has already been made for pupils in the first and second triad of primary school, as well as its 9th grade. In this thesis we concentrate on the technological literacy of TAT teachers, as they play a crucial role in the pupils’ education. The main objective of this thesis was to establish the technological literacy of TAT teachers in different primary schools and therefore contribute to a better knowledge of the nature of technological literacy and the process of teaching TAT contents. After examining the methods of measuring the TL of pupils and adults, we have decided to use a recently developed method of a complete measurement of TL, based on standards for TL (Avsec, 2010) that will provide us a suitable comparability of the results. A survey questionnaire was added to this method. The measured TL of teachers with 1-30 years of service was 65.28 %. The technological knowledge measured was 85.57 %, while the technological abilities (55 %) and the ability of critical thinking and deciding (56.65 %) derogated. We did not discover any statistically characteristic differences (P<0.05) in TL based on gender and the years of service (their experiences). The TAT teachers still lack engineering knowledge and the ability of designing and planning. They also work in an inappropriately homelike environment in regard to the disposability of technical workshops and the motivation for using computer equipment on a higher level. The contents of the TAT curriculum for 6th to 8th grade needs additional realignment and an upgrade based on standards for TL.
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