Exploring the Affective Domain in Technology Education

A Constructivist Grounded Theory Approach

Abstract

This research explores the affective domain within Irish Technology education, focusing on how the presentation of emotions, values, and motivation in our written curriculum influences teachers’ professional learning, pedagogical decision-making, and perceptions of technological capability. Considering the lived experiences and reflections of teachers, with participants (n=36) ranging from experienced teachers to student teachers undertaking initial technology teacher education (ITTE), we seek to understand how affective learning processes shape teacher engagement with technological teaching and learning practices. Drawing on three interrelated theoretical perspectives, this study constructs a theoretical framework  through which affect and balanced technological capability is analysed; (1) Biesta’s (2010, 2017, 2022) conception of subjectification and educational purpose emphasises how teaching should cultivate “human flourishing” rather than focus solely on skills or knowledge; (2) Mitcham’s (1994) philosophy of technology as human activity, situates technological activity as a deeply human and value-laden practice; (3) Krathwohl et al. (1964) taxonomy of the affective domain offers a structured framework for exploring emotions, attitudes, and values in learning. Together, these perspectives offer a holistic, reflective and value-informed practice which contributes to teachers’ professional identity formation. Grounded in a constructivist and pragmatic paradigm, the research employs Charmaz’s Constructivist Grounded Theory (2006, 2014) to explore how teachers interpret, express, and act upon affective experiences in their teaching of technology. Data are gathered through reflective questionnaires and follow-up focus groups. The iterative process of theoretical sampling, coding, and memo writing enables the development of an emergent, data-driven model of affective engagement in technology education. Methodological and ethical rigour is maintained through ongoing reflexivity, recognising the influence of researcher identity, positionality, and bias on interpretation. The study aims to generate a grounded theoretical understanding of how affective factors inform teachers’ practice and professional growth, offering insights for teacher education, curriculum design, and affective pedagogy in technological learning contexts.