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By Megan Lappi

Publication by means of Lappi, Megan

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It leads (as indicated by two arrows in the illustration) either to IUFM teacher training programmes, or to a professional or research masters. It is different from professional (manual) masters courses, which lead directly to jobs as technicians. The multiple subject degree course is done by a small number of university students who are young and highly motivated by the availability of courses which fit in with the LMD philosophy. The aim is to give students a good chance of passing the primary school teaching exams and other entrance exams for state jobs which 20 PRIMARY TECHNOLOGICAL EDUCATION IN FRANCE Figure 1.

Rotorua, New Zealand: ASERA. Compton, V. , & Harwood, C. D. (2003). Enhancing technological practice: An assessment framework for technology education in New Zealand. International Journal of Technology and Design Education, 13(1), 1–26. Compton, V. , & Harwood, C. D. (2005). Progression in technology education in New Zealand: Components of practice as a way forward. International Journal of Design and Technology Education, 15, (3), 253–287. Compton, V. , & Harwood, C. D. (2006). Discussion document: Design ideas for future technology programme.

40 TECHNOLOGY IN THE SCOTTISH PRIMARY SCHOOL Also, whilst teachers generally welcomed a structure to the curriculum and especially the detailed guidance which was offered in the guidelines, there were strong concerns about the ability of primary teachers to cope with the content and delivery of such a broad range of subject specific areas. This was particularly true in the case of the science and technology components (Pickard, 2003). While teachers were already familiar with, and were used to teaching, geography and history, they were clearly less familiar and therefore less confident with these newer areas.

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