The challenges facing Postgraduate Trainees in Initial Teacher Education coming from practical or vocational degrees

This study focuses on the issues and challenges experienced by one year Initial Teacher Training (ITT) student on Postgraduate Certificate of Education (PGCE) courses from practical or vocational undergraduate degrees and their experience of postgraduate writing at Masters Level (M-Level). The research gathered data via a Grounded Theory perspective (Glaser & Strauss 1967; Charmaz 2006), methods including face-to-face and email conversations with students, an online survey and professional dialogue with colleagues regarding the receptivity of students on different subject routes on the PGCE at Liverpool John Moores University (LJMU) to teacher reflection and the development of a professional narrative. For example, students from disciplines which require linear, descriptive, and quantitative approaches to disciplinary writing appeared to be less responsive to M-Level demands for a more interpretive, provisional and qualitative approach. The diffuse and cyclic nature of reflection and self-evaluation, requiring the developing teacher to evaluate and reinvent themselves, also led to comments such as “I feel as if I am being asked to waffle” (PGCE Engineering ITT trainee, 2009/2010). The barriers to effective writing at Masters Level appeared to be different across PGCE routes, as reported by colleagues at LJMU and supported by Tas and Forsythe (2010:2). Typically, students from undergraduate disciplines that might be classed as more vocational or practical, such as Engineering (Jenkins, Jordan and Weiland 1993: 53) found the transition challenging. The argument of this paper is that ITT students’ prior experiences of academia and professional disciplines influences their performance in postgraduate writing. This creates a potentially uneven playing field, with trainees from some disciplines beginning their PGCE with an advantage: raising a number of practical questions, including ‘should different subject specialisms had different assessment requirements?’ and ‘what support can be given to enable all trainees to engage equally with the expected requirements for Masters Level?

Emerging perspectives on the demonstration as a signature pedagogy in design and technology education

This paper analyses the beliefs of teachers regarding the demonstration as a signature pedagogy in design and technology, where there is a limited body of literature outlining the theory and practice. The demonstration is multifaceted, and effective teachers adopt and adapt a range of skills and values to scaffold learning, including teacher modelling and explaining. The study explores the subjective beliefs of seven practicing teachers through Q Methodology; comparing and analysing the responses of the participants’ subjective beliefs and values, using 62 statements relating to teacher modelling and explaining, developed and refined with teacher educators, and representing the concourse of opinions and perspectives. The sample is purposive, comprised of practicing teachers who are engaged with mentoring trainees in Initial Teacher Education. The findings will represent a snapshot of subjective values of practicing teachers, as part of a discourse on signature pedagogies in design and technology education

Teacher educator perspectives on pedagogical modelling and explaining in Design and Technology: a Q Methodology Study

This paper builds on a previous study on the demonstration as a signature pedagogy in design and technology, this paper explores teacher educators’ values on teacher modelling and explanation. In a previous study the participating teachers identified “competent management of the learning experience” as a significant factor in effective demonstrations, and in particular teacher competency, clarity and subject knowledge. The demonstration is a fundamental pedagogical tool for practical subjects where procedural knowledge is developed over time from observation and imitation to independence and adaption of technique. As such, it tends to align itself at the restrictive end of an expansive-restrictive continuum. This study builds on the developing exploration of the nature of the demonstration, exploring the subjective values of teacher educators. Q Methodology is used to compare and analyse the responses of the participating teacher educators. A Q-Set of statements, developed and refined with D&T teacher educators, relating to modelling and explaining, represents the concourse of opinions and perspectives. The sample is purposive, comprised of teacher educators. The findings represent a snapshot of subjective values, informing the wider discourse on signature pedagogies in design and technology education

A new paradigm for design and technology education? [a book review of Critique in Design and Technology Education, by P.J. Williams and K. Stables (eds)]

Book Review. One might expect a book exploring critique to intrigue, baffle, irritate and reassure in roughly equal parts, and Critique in Design and Technology Education does not disappoint on that measure! I have titled this review ‘a new paradigm’, with the question mark acknowledging that it has had a place from the beginning of the subject in England and Wales (cf DES and WO, 1988), albeit largely eclipsed by designing and making. It could just as well be thought of as indication of a coming of age

Developing perspectives on ‘the demonstration’ as a signature pedagogy in design and technology

This paper builds on a previous study of the ‘demonstration’ as a signature pedagogy in design and technology (D&T). The demonstration is a fundamental pedagogical tool in practical subjects, for the development of learners’ procedural knowledge, from observation and imitation to autonomy and adaption of a technique. As such, it tends to align itself at the restrictive end of an expansive-restrictive pedagogical continuum. In the preceding study, a dialogue emerged around the role of the teacher as a “competent management of the learning experience”, including teachers’ competency and clarity of subject knowledge. The findings of this study highlight two similar, yet distinct, perspectives of the teacher as an expert and the teacher as a facilitator. This study continues a developing professional conversation around the nature of the demonstration, exploring a snapshot of teacher educators’ subjective beliefs and values. The responses of the participants to a set of 62 statements, representing a range of potential opinions and perspectives, were deployed and analysed using Q Methodology. The sample is purposive and comprised of D&T teacher educators based in England. The study draws parallels with direct instruction and demonstration, and concludes that there different approaches to and ways of viewing demonstration. In addition, further consideration of the expansive-restrictive continuum as a framework for planning and evaluating learning in D&T may support theorisation of the subject, inculcation of theory and research informed practice

Design and technology GCE AS and A Level subject content

The AS and A level subject content sets out the knowledge, understanding and skills common to all AS and A level specifications in design and technology. It provides the framework within which awarding organisations create the detail of the subject specification. AS and A Level specifications in design and technology must reflect the subject aims and objectives. Aims and objectives Design and technology is an inspiring, rigorous and practical subject. Specifications in design and technology should encourage students to use creativity and imagination when applying iterative design processes to develop and modify designs, and to design and make prototypes/products1 that solve real world problems, considering their own and others’ needs, wants, aspirations and values. Specifications should enable students to identify market needs and opportunities for new products, initiate and develop design solutions, and make and test prototypes/products. Students should acquire subject knowledge in design and technology, including how a product can be developed through the stages of prototyping, realisation and commercial manufacture. Students should take every opportunity to integrate and apply their understanding and knowledge from other subject areas studied during Key Stage 4, with a particular focus on science and mathematics, and those subjects they are studying alongside AS and A level design and technology

Design and technology GCSE subject content

The GCSE subject content sets out the knowledge, understanding, skills and educational outcomes common to all specifications in design and technology. The GCSE specifications in design and technology should enable students to understand and apply iterative design processes through which they explore, create and evaluate a range of outcomes. They should enable students to use creativity and imagination to design and make prototypes1 (together with evidence of modelling to develop and prove product concept and function) that solve real and relevant problems, considering their own and others’ needs, wants and values. GCSE specifications should also provide opportunities for students to apply knowledge from other disciplines, including mathematics, science, art and design, computing and the humanities. Students should acquire subject knowledge in design and technology that builds on key stage 3, incorporating knowledge and understanding of different materials and manufacturing processes in order to design and make, with confidence, prototypes in response to issues, needs, problems and opportunities. Students should learn how to take design risks, helping them to become resourceful, innovative and enterprising citizens. They should develop an awareness of practices from the creative, engineering and manufacturing industries. Through the critique of the outcomes of design and technology activity, both historic and present day, students should develop an understanding of its impact on daily life and the wider world and understand that high-quality design and technology is important to the creativity, culture, sustainability, wealth and well-being of the nation and the global community

Helping new D&T teachers to analyse and develop knowledge and understanding in design and technology (product design)

This collection offers an evidence-based approach to mentoring and supporting design and technology teachers and educators in the secondary school and provides tried and tested strategies to support this role

Traditional tales and imaginary contexts in primary design and technology: a case study

Working with contexts is a key component to design and technology activity and education. The most recent iteration of the national curriculum programme of study for design and technology, in England, sets out that children between the ages of 5 and 7 “should work in a range of relevant contexts” (DfE, 2013: 193); suggested contexts including “home and school, gardens and playgrounds, the local community, industry and the wider environment”. Whilst these are real world and familiar contexts, fictional contexts also provide opportunities for developing “creative spaces” in which to speculate and discuss. This intrinsic case study explores the work of two primary teachers’ development of a design and technology activity, where traditional tales provide the context. Children explore design problems and opportunities through the eyes of the Billy Goats Gruff, as they seek assistance to cross the river. Data was gathered through semi-structured interviews and document analysis of children’s design work. The case study reveals how multidisciplinary and imaginative approaches to teaching and learning in the primary classroom simulate and nurture design thinking, dialogue and critique