ABSTRACT
This chapter explores curriculum innovation in the context of the developing area of technology education and examines the ways in which teachers’ subject subcultures influences the successful uptake of this innovation. The chapter begins by exploring teachers’ perceptions of technology and technology education and then considers how these perceptions influence the subsequent implementation in the classroom. The data for this chapter arises from research undertaken before the full implementation of the curriculum but reports the findings from studies where teachers have been involved in some substantial professional development. The chapter will reveal how teachers’ perceptions and concepts can be explored and how they are reflected in classroom practice.
