There is a lack of clarity concerning the capability and capacity of intermediate technology education teachers within the Newfoundland and Labrador, Canada context. This article presents the technology education teaching framework (TETF) which was developed from the analysis of data related to factors that are helping and hindering the teaching of technology education at the intermediate level in Newfoundland and Labrador. A qualitative exploratory case study utilizing an online teacher questionnaire, semi-structured teacher and administrator interviews, and classroom observations allowed the development of the thick rich descriptions necessary to formulate the framework. The TETF focuses on the relationship between classroom teachers, their experiences, professional development opportunities, and leadership perspectives within the context of teaching intermediate technology education. The role of professionalism and systemic marginalization are also highlighted in the framework in relation to what is helping and hindering the teaching of intermediate technology in Newfoundland and Labrador, Canada. © 2018, Springer Nature B.V.
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