Developing a framework for training design and technology teachers Alison Hardy, Nottingham Trent University. [email protected] @hardy_alison David Barlex, Visiting Lecturer Roehampton University [email protected] @davidbarlex
Nov 29, 2014
Developing a framework for training design and technology teachers
Alison Hardy, Nottingham Trent University. [email protected]
@hardy_alisonDavid Barlex, Visiting Lecturer Roehampton University
[email protected]@davidbarlex
Routes into teaching (England & Wales)
Subject knowledge: materialsAll students learnt about:•Resistant materials:
– Modules in exploring materials and advanced manufacturing•Textiles (added in 2007)
– Embedded within exploring materials and advanced manufacturing
Students opted at the end of semester 1 in year 1 for either:•Systems and Control
– Modules in control systems, energy & machines and robot design
or•Food technology (added in 2009)
– Modules in health and nutrition, food design technology and consumer studies
Module structure prior to September 2011
Examples of assignment briefs
• Working as a group, design a range products that enhance users experience of a local contemporary art gallery (all students)
• Design a range of food products or recipe ideas to make use of local seasonal produce as part of a local campaign (food students only)
• Design and make a robotic control product. (systems & control students only)
Timing
• Internal influences:– New team: new philosophy of D&T in schools– University QA procedures– University drive to remove options and small
modules
• External influences:– Government review of teacher training– National Curriculum review– Tuition fees
Philosophy of the programme team
• The team’s philosophy of design and technology education has two parts. – Congruent teaching– Students constructing their own knowledge and
determining their own priorities for learning
Three elements to congruent teaching:(1) modelling good teaching(2) explain the choices they make while teaching (meta-commentary), and (3) link those choices to relevant theory’
(Swennen, Lunenberd, & Korthagen, 2008, pp. 531)
Students constructing knowledge & determining their own priorities for learning
We (the department) see design and technology as a subject which cannot be defined purely by its knowledge as detailed in the national curriculum (Qualifications and Curriculum Authority, 2007b) but as a subject where those involved are constructing their own subject knowledge as needed to respond to different learning situations.
…D&T capability evolves for individual learners based on their experiences within learning contexts.
Method
Literature review•D&T teacher training•D&T•Teacher training
Interviews•3 schools•D&T academics
Team discussion responding to literature review & interviews:•Delphi technique
Aims of programme
1. meet the Qualified Teacher Standards (QTS) requirements (Training and Development Agency (TDA), 2008) ,
2. meet the Design and Technology Association (D&TA) Minimum Competencies requirements (Design and Technology Association, 2010) &
3. address the D&TA manifesto for Design and Technology (Design and Technology Association, 2011) .
This lead to ….
Minimum competencies• 5 sections: Core/ ECT/ food technology/ Resistant materials technology/
Textiles technology• 6 subsections: designing at K34 & KS4, making at KS3 & KS4, knowledge
and understanding at KS3 & KS3
• Example of core competencies:
Minimum competencies
Aims of the programme
• To enable you to become an exciting and effective secondary school teacher by providing you with appropriate professional skills, knowledge and values
• To provide you with the knowledge and skills of Design and Technology to enable you to apply the subject innovatively, dynamically and responsibly
• To have a critical understanding of Design and Technology, its place in the secondary school curriculum and a wider social context.
Four modules and a common coreYear 1 & 2
Design & Technology in Education and Society
Mainly Designing
Mainly Making
Designing & Making
E-portfolio
New module structure
Further research
• How partnership with local schools may impact on the development of the programme;
• The value of minimum competencies in the context of a modern curriculum and
• A longitudinal study on the impact of a congruent curriculum on graduates’ teaching.