Evolving Concepts of Technology Education Curriculum in Pre-service Teachers: A Case Study at C University

Objectives This study aims to identify the process of pre-service technology teachers' understanding of the cur-riculum through the formation and change of pre-service technology teachers' conceptions of the technology curriculum. Methods A total of 94 pre-service technology teachers taking the ‘Technology Curriculum’ course were surveyed to collect their conceptions of the technology curriculum before and after the course. The number of pre-service technology teachers studied was 48 in 2022 and 46 in 2023. The collected concepts were analyzed for frequency, centrality, clustering groups, structural hole, and ego network analysis using semantic network analysis. Results Before taking the course, pre-service technology teachers recognized the concept of achieving ‘educational goals’ as the main concept. In addition, it was possible to apply curriculum-related contents after the class, and changes in concepts occurred in curriculum-related specialized contents. In addition, it was possible to apply cur-riculum-related contents after the class, and changes in concepts occurred in curriculum-related specialized contents. In addition, it was possible to confirm that concepts were expanded and differentiated in terms of curric-ulum design and operation from the perspective of technical subjects teachers after the class. Conclusions Through this study, the concept of curriculum was materialized, and it can be used as a basis for fu-ture curriculum revision through changes to a cohesive conceptual structure and influence relationships with major curriculum variables.