ABSTRACT of Thesis by
Louise Marie Vella

In today’s rapidly changing world technological awareness has increased. Technology greatly influences individuals’ lives and so, students should be well prepared to live and work in a changing technological society. As a result, the National Minimum Curriculum (1999) proposed the introduction of Technology Education to all students in all Secondary Schools to replace Technology A and Technology B which were taught in Trade and Secondary Schools throughout the Maltese Islands.

With the planned introduction of Technology Education, research through a questionnaire was carried out to gain insight into the Technology teachers’ perceptions of Technology A and B and of the amalgamation of these two curricula. Further research in the form of a questionnaire also took place on the textile component of the Technology Education Certificate Course designed for Technology teachers, as well as for other interested prospective teachers.

The initial questionnaire revealed Technology teachers’ problems and their perceptions of the combination of all components under a single curriculum. Gender biases were prevalent, especially towards food and textiles. Although most of the course participants had no prior textile experiences, many were enthusiastic to learn and pass on to future students the knowledge gained. Due to the limited exposure of textiles in the course, a set of guidelines was prepared to help future teachers guide their students through ‘design and make’ projects using textiles as a component material.

B.Ed.(Hons.)
May 2003

Keywords: Technology Education; Textiles; Design and Make Textile Project; Maltese Secondary Schools