2022 Charlotta Nordlöf (2022) Teachers' Transformation of the Technology Subject: On teachers' attitudes to the school subject and views of technological knowledge in technology education Charlotta Nordlöf, Gunnar Höst, Jonas Hallström (2022) Technology teachers talk about knowledge: from uncertainty to technology education competence Research in Science & Technological Education Continue to DOI Charlotta Nordlöf, Per Norstrom, Gunnar Höst, Jonas Hallström (2022) Towards a three-part heuristic framework for technology education International journal of technology and design education, Vol. 32, p. 1583-1604 Continue to DOI 2021 Lars-Erik Björklund, Charlotta Nordlöf (2021) Teacher's Assessment in Programming: Comparing Teachers' Individual Judgement Criteria in a Programming Course. Techne series: Research in sloyd education and crafts science. A, Vol. 28, p. 188-195 2019 Charlotta Nordlöf, Jonas Hallström, Gunnar Höst (2019) Self-efficacy or context dependency?: Exploring teachers' perceptions of and attitudes towards technology education International journal of technology and design education, Vol. 29, p. 123-141 Continue to DOI
Charlotta Nordlöf (2022) Teachers' Transformation of the Technology Subject: On teachers' attitudes to the school subject and views of technological knowledge in technology education
Charlotta Nordlöf, Gunnar Höst, Jonas Hallström (2022) Technology teachers talk about knowledge: from uncertainty to technology education competence Research in Science & Technological Education Continue to DOI
Charlotta Nordlöf, Per Norstrom, Gunnar Höst, Jonas Hallström (2022) Towards a three-part heuristic framework for technology education International journal of technology and design education, Vol. 32, p. 1583-1604 Continue to DOI
Lars-Erik Björklund, Charlotta Nordlöf (2021) Teacher's Assessment in Programming: Comparing Teachers' Individual Judgement Criteria in a Programming Course. Techne series: Research in sloyd education and crafts science. A, Vol. 28, p. 188-195
Charlotta Nordlöf, Jonas Hallström, Gunnar Höst (2019) Self-efficacy or context dependency?: Exploring teachers' perceptions of and attitudes towards technology education International journal of technology and design education, Vol. 29, p. 123-141 Continue to DOI
Technology Education The research conducted at TESER includes technology education from pre-school up to high school and teacher education, both as a research area and as area of teaching in our various teacher education programs.
Technology and Science Education Research - TESER Technology and Science Education Research – TESER – is a research unit in science and technology education research that was initiated in 2011.