Developing a framework for training design and technology teachers

Alison Hardy, Nottingham Trent University. Alison.hardy@ntu.ac.uk

@hardy_alisonDavid Barlex, Visiting Lecturer Roehampton University

David.barlex@btinternet.com@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.