A student perspective on technology comprehension: a new interdisciplinary subject in teacher education

The article examines how teacher students experience the development of a new interdisciplinary subject, technology comprehension (TC), throughout their studies. Empirically, this article is based on an interview study with the first students enrolled in the subject. The theoretical framing draws on curriculum theory and the understanding of pedagogical content knowledge as a dynamic process generated in practice through the capabilities and interests of the teacher students. Our findings show that the students are particularly concerned with four aspects. Firstly, the relationship between theory and practice. The students mainly understand the subject as practical, where acting to gain knowledge is the central knowledge form. Secondly, the students experience that the subject opens new didactical and pedagogical approaches. Thirdly, programming is perceived as a core expertise that they need to acquire to teach the subject. Fourthly, the students are particularly interested in the area concerning digital empowerment but lack didactic tools. In the discussion, we argue for a greater focus on the students' perspective in the development of new subjects to gain a deeper understanding of how a professional identity and a subject are formed.