nach oben

International Journal of Technology and Design Education

Erschienen in:

01.07.2008

DEPTH2: design & technology trainee teacher’s use of a subject construct model to enable reflective critique of school experience

verfasst von: David Barlex, Marion Rutland

Erschienen in: International Journal of Technology and Design Education | Ausgabe 3/2008

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

This paper will describe an inquiry into the case of a design & technology one-year Postgraduate Certificate in Education (PGCE) trainee’s interpretation of their school-based experience in England using the DEPTH approach of subject knowledge, pedagogic knowledge and school knowledge. The following research questions drove the study: (a) What reasons do PGCE trainee teachers give for believing that design & technology should be included in the secondary school curriculum for all pupils? (b) What designing and making assignments did these PGCE trainee teachers teach in the school-based experience? (c) How did the trainee teachers perceive these assignments in terms of the subject knowledge required, pedagogy employed and the influence of the school on the nature of the assignment and how it was taught? Data were collected using a free response questionnaire administered to one cohort of 29 secondary design & technology PGCE trainee teachers at the end of the course at a Higher Education Institute (HEI). Analysis of the data involved descriptive statistics. Analysis of the data has revealed that the trainees did not adhere to any obvious orthodoxy for justifying the place of design & technology in the school curriculum and that the current performance culture in schools has a prescriptive effect on their ability to contribute to the design & technology curriculum. Recommendations are made concerning school—HEI partnership activities and further research activities to enhance the scope of future studies.

Vorheriger Artikel Learning in DEPTH: developing a graphical tool for professional thinking for technology teachers

Nächster Artikel Using the DEPTH model to facilitate learning in an integrated Science and Technology pre-service primary teacher course

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 390 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Maschinenbau + Werkstoffe

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Banks, F. (1996). Approaches and models in technology teacher education: An overview. The Journal of Design and Technology Education, 1(3), 197–211.

Barlex, D. (2000a). Nuffield design & technology 11–14 teacher’s handbook. Harlow, Essex: Longman.

Barlex, D. (2000b). Nuffield design & technology 11–14, teacher’s file. Harlow, Essex: Longman.

Barlex, D., & Rutland, M. (2003) A small-scale preliminary pilot to explore the use of Mode 2 research to develop a possible solution to the problem of introducing PGCE students to design methods that are relevant to the teaching of designing in the secondary school. Paper presented at the International Design an Technology Association (DATA) Conference, June 2003.

Barlex, D., & Rutland, M. (2004). Developing trainee teacher’s ability to teach designing within secondary school design & technology in England. Paper presented at the PATT14 Albuquerque, New Mexico, USA, March 2004.

Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2002). Working inside the black box. London: King’s College London.

CATE. (1992). The accreditation of initial teacher training under circular 9/92 (Department for Education) and 35/92 (Welsh Office). London: Council for the Accreditation of teacher Education.

DATA. (1995). Minimum competences for students to Teach Design and Technology in Secondary Schools. Wellesbourne, Warwickshire: The Design and Technology Association.

DATA. (2003). Minimum competences for Trainees to Teach Design and Technology in Secondary Schools (Revised Summer 2003). Wellesbourne, Warwickshire: The Design and Technology Association.

Davies, L., & Steeg, T. (2005) Slow down; how to stop spinning at KS3. Paper presented at the DATA International Research Conference Sheffield, UK, June 2005.

DES. (1989). Initial teacher training: Approval of course, Circular No 24/89 and Circular No 59/89. London: Department of Education and Science.

DfEE. (1998). Requirements for courses of initial teacher education Circular 4/. London: Department for Education and Employment.

Department of Education, Employment (DfEE) and Qualifications and Curriculum Authority (QCA). (1999). Design and technology: The National Curriculum for England. London: HMSO.

John-Steiner, V. (2000). Creative collaboration. New York: Oxford University Press.

Kimbell, R., & Perry, D. (2001). Design and technology in the knowledge economy. London: Engineering Council.

Lewis, T. (1995). Partnership Schools, Universities and the Shortage of D&T Skills. Design and Technology Teaching, 27(2), 47–52.

Lewis, T. (1996). The skills and quantities of students entering design and technology initial teacher education. Paper presented at the International Conference on Design and Technology Educational Research, Loughborough University of Technology, UK, June 1996.

Lewis, T. (2003). D&T subject knowledge and its relationship with design and making. Paper presented at the DATA International Research Conference, Sheffield Hallam University, Sheffield, UK, June 2003.

Ofsted (Office for Standards in Education). (2003). Secondary ITT subject inspections conference: Design and technology SSI review 1999–2002. London: HMSO.

Ofsted (Office for Standards in Education). (2005). Annual report of her Majesty’s Chief Inspector of Schools 2004/5 for ICT. Retrieved 09.01.07 from http://live.ofsted.gov.uk/publications/annualreport0405/4.2.8.html

Parker, J. (2003). Weakness revealed. In D. Barlex (Ed.), Creativity in crisis. Wellesbourne, Warwickshire: Nuffield Foundation, DATA.

Rutland, M. (1996). An analysis of a developing partnership between ITE and schools in the training of secondary D&T teachers. Paper presented at the International Conference on Design and Technology Educational Research and Curriculum Development IDATER96, Loughborough University of Technology, UK.

Rutland, M. (1997). Partnership in initial teacher education and beyond in Primary and Secondary Education. Wellesbourne, Warwickshire: Design and Technology Association.

Rutland, M. (1999). Partnership in initial teacher education and beyond in primary and secondary schools. The Journal of Design and Technology Education, 4(2), 116–123.

Rutland, M., & Barlex, D. (2006). Developing a conceptual Framework for Auditing Design Decisions in Food Technology: The potential impact on initial teacher education (ITA) and classroom practice. In Designing the future, D&T Association International Research Conference 2006, Wolverhampton University (pp. 111–120). ISBN 1 898788 80 4

Rutland, M., & Barlex, D. (2007). Perspectives on pupil creativity in design and technology in the lower secondary curriculum in England. International Journal of Technology and Design Education. doi:10.1007/s10798-007-9024-6.

Rutland, M., Barlex, D., & Jepsom, M. (2005). Designing in food technology – A curriculum intervention strategy in a one year design & technology post graduate teacher training course. Paper presented at the DATA International Research Conference Sheffield Hallam University, Sheffield, UK, June 2005.

TDA (Training and Development Agency). (2006). Information supplied to The Design and Technology Association Initial Teacher Education Committee.

TTA (Teacher Training Agency). (1997). Requirements for all courses of initial teacher training. London: TTA.

TTA (Teacher Training Agency). (2002). Qualifying to teach: Professional standards for qualified teacher status and requirements for initial teacher education. London: TTA.

Tufnell, R. (1997). University Perspective. An Invitation Conference on Teacher Supply in Design and Technology: Report and Findings. Wellesbourne, Warwickshire: Design and Technology Association.

Welch, M, Barlex, D., & Lim, H. (2000). Sketching: Friend or Foe to the Novice Designer? International Journal of Technology and Design Education, 10, 125–148.CrossRef

Welch, M., Barlex, D., & Taylor, K. (2005). I don’t enjoy making the folder: Secondary students’ views of portfolios in technology education. Paper presented at the DATA International Research Conference Sheffield Hallam University, Sheffield, UK, June 2005.

Welch, M., Barlex, D., & O’Donnell, E. (2006). Elementary students’ beliefs about designers and designing. In E. W. L. Normans, D. Spendlove, & G. Owen-Jackson (Eds.), DATA International Research Conference 2006 (pp. 165–176). Wellsbourne, England: Design and Technology Association.

White, J. (2004) Howard Gardner: The myth of multiple intelligences. Lecture at Institute of Education, University of London, Nov 17, 2004. Retrieved 22 November 2006 from http://www.ioe.ac.uk/schools/mst/ltu/phil/HowardGardner_171104.pdf

Yin, R. K. (1989) Case study research: Design and methods (rev. ed.). Newberry Park, CA: Sage.

Titel: DEPTH2: design & technology trainee teacher’s use of a subject construct model to enable reflective critique of school experience
verfasst von: David Barlex
Marion Rutland
Publikationsdatum: 01.07.2008
Verlag: Springer Netherlands
Erschienen in: International Journal of Technology and Design Education / Ausgabe 3/2008
Print ISSN: 0957-7572
Elektronische ISSN: 1573-1804
DOI: https://doi.org/10.1007/s10798-008-9054-8

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Technik"

Weitere Artikel der Ausgabe 3/2008

Learning in DEPTH: developing a graphical tool for professional thinking for technology teachers

Using the DEPTH model to facilitate learning in an integrated Science and Technology pre-service primary teacher course

Marc J. de Vries and Ilja Mottier (eds), International Handbook of Technology Education: Reviewing the Past Twenty Years

Viewpoints of higher education teachers about technologies

Marc de Vries, Rod Custer, John Dakers and Gene Martin (eds): Analyzing Best Practices in Technology Education

Using DEPTH as a framework for the determination of teacher professional development

Premium Partner