An Investigation of the Concept of 'Partnership' in Design and Technology Initial Teacher Education

The research investigated the concept of 'partnership' in English Initial Teacher Education (ITE) in the context of design and technology. The aim of the research was to explore partnership arrangements in primary and secondary schools, higher education institutions (HEIs), school centred initial teacher training courses (SCITT) and open and distance learning programmes.Partnership between HEIs and schools in the field of ITE has grown in recent years as a result of government policy and the movement to improve standards in our schools. Specific issues in this research include recent developments in partnership between HEIs and schools, partnership arrangements, quality control procedures in the selection of schools, partnership arrangements, course content and student progress and the roles and responsibilities of the design and technology mentor.The research findings include data from structured interviews and case studies on the factors that ensure a successful partnership, including the importance of the role of the design and technology mentor. It concludes by making some recommendations for future practice

An analysis of a developing partnership between ITE and schools in the training of secondary D&T teachers

The paper outlines a piece of small scale research evaluating the design of the Post Graduate Certificate in Education (PGCE) Secondary Technology Course for Initial Teacher Education (ITE) at Roehampton Institute, London (RIL). There are two aims of this study: to consider past developments of the PGCE Secondary Technology course at RIL and secondly, to identify and recommend future course modifications. The rationale for the initial establishment of the course is explored through an examination of recent developments, including an increasing partnership between schools and Higher Education (HE). The research includes an analysis of the subject areas, backgrounds and course evaluations of PGCE Secondary Technology students at RIL from 1992 to 1996, to identify their views on the course and their perceived need for changes. This is followed by an analysis of questionnaires sent to heads of departments and subject professional tutors, working in schools with students as part of the partnership between schools and RIL. Issues explored relate to the number of specialisms expected of a newly qualified teacher (NQT), aspects of design and technology in the RIL course, industrial experience, general weaknesses in an NQT holding a PGCE, strengths of the RIL course and suggested changes for the future. The teachers are then asked to comment on an increased shared responsibility and partnership with RIL

What can we learn about creativity from the practice of professional designers to inform design and technology classroom practice?

The paper presents the initial findings of a research project investigating the concept of creativity in design and technology in the lower secondary phase of secondary schooling in the UK. The research is based on the hypothesis that creativity in design and technology is not a spontaneous, sustained process for many pupils in the early years of secondary schooling and that teachers can play a major role in enhancing creativity in their children’s classroom activities. The key research question is ‘to what extent is it possible to teach creativity in design and technology classrooms?’. The paper explores briefly the concept of creativity and identifies a three-feature model of creativity to be used in the study. It presents an analysis of the findings of interviews with four professional designers against this model to explore how their practice might inform and contribute to the development of pupils’ creativity in classroom practice

Teaching food and textiles technology in secondary schools: routes through higher education

This paper is based on a small scale research project carried out by the National Association of Teachers of Home Economics and Technology (NATHE) in the Spring of 1998 into a perceived national shortage of textiles technology teachers and the even greater shortage of food technology teachers. A number of factors appeared to be relevant including changes in the traditional routes into secondary teaching, a change of focus in some degree courses and the introduction of National Curriculum Design and Technology in 1990. NATHE decided to research into the problem of recruitment of food technology and textile technology teachers to try to identify ways of improving the situation. A range of higher education institutions was asked to complete a questionnaire to elicit information on relevant courses together with examples of posts gained by their graduates. The paper presents the finding of the research and makes recommendations for the future. The aim of the research was to strengthen the position of food and textiles technology in our schools within the context of design and technology

Licence to Cook: the death knell for food technology?

The current debate regarding the rising incidence of obesity in the UK is of concern to the general public and many government agencies. The long term effect will impact on the whole population and the future of our children. This paper discusses the Licence to Cook programme introduced in September 2007 as the government’s response of an ‘entitlement to cook’ for all pupils. Essentially, it requires that all pupils learn basic cooking skills through dedicated lessons in food preparation techniques, diet and nutrition, hygiene and safety and wise food shopping. This paper considers the implications of the introduction of the programme on schools and the potential impact on the current food technology curriculum within design and technology. Initially, in Part 1 the paper briefly describes the background to the Licence to Cook programme and how it was introduced during 2007/8. It outlines the intended aims and the teaching resources produced for the programme in Year 1. Part 2 of the paper considers the relationship of the programme to food technology and recent development in design and technology curriculum requirements. A mapping exercise is used to highlight areas where the programme addressed curriculum requirements and gaps where potential problems could arise. Findings for the evaluation of Year 1 of the programme and the critique suggest that there are potential problems related to curriculum time, resources, progression across the age phases and compliance with the design and technology requirements. Part 3 draws an analogy between the survival of a subject in the school curriculum with the survival of a species within an ecological niche in the natural world. In Part 4 an alternative approach is suggested where links are made with other curriculum areas such as Personal, Social and Health Education (PHSE) (wellbeing) and science in order to establish a different niche for the Licence to Cook programme. This would require a combined approach where teachers plan and work as team and are led by a food technology specialist. This would ensure that the ‘entitlement to cook’ for all pupils is achieved but not at the expense of good quality work in food technology and its relationship with design and technology

Creativity: is it on the Key Stage 3 (11-14 years) design and technology (D&T) agenda?

The paper looks at part of an on going research project into creativity in D&T, with specific reference to lower secondary Key Stage 3 curriculum (11-14 year old pupils) in England. The key research question is ‘to what extent is it possible to change the direction of design and technology education in the classroom through highlighting creativity?’ This paper focuses on the sub-research question: ‘what is likely to be the present position regarding the development of creativity in the Key Stage 3 (11- 14 years) classroom?’ A ‘naturalistic’, overt, semistructured observational study, that is a study in a ‘real’ setting with an agenda of issues, is used to collect data to clarify and illustrate issues or features through the technique of ‘participant-as-observer’. It is school-based case study of a Year 8 D&T class in a series of lessons in two D&T focus areas. The D&T lesson observations focused on the role of the teacher in providing the potential for creativity and the pupils’ responses. The findings are mapped against criteria within a three-feature model of creativity, drawn from a literature review and earlier data collection activities. The analysis provides some evidence of the present situation regarding the development of creativity in the classroom and adds to the debate regarding the development of creativity in D&T

Design and technology: initial and in-service teacher training in England

This paper is based on a survey of design and technology initial and in-service teacher training in the England. The survey was devised by the members of the Design and Technology Association (DATA) Initial Teacher Education (ITE) Advisory Group and sent to Design and Technology (D&T) Initial Teacher Training (ITT) providers. The aim of the survey was to build an overall picture of the situation for D&T to identify ways of supporting ITE at a time when recruitment for future D&T teachers is a key issue in schools in the UK. The data requested included the name of provider, contact name and specific course details, backgrounds of trainees entering the courses, staffing, resources, planned changes and INSET for staff, partnership schools, the impact of Ofsted/HMI inspections and any additional comments. Reference is made to recent developments and government initiatives resulting in changes in the school curriculum, in-service training and teacher training. The results of the survey are presented, a number of key issues discussed and recommendations made for ways forward