Developing an ITE framework for D&T (TERC 2012)
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The document discusses a framework for training design and technology teachers, detailing the subjects and modules offered, including resistant materials, textiles, systems and control, and food technology. It highlights the philosophy of congruent teaching and emphasizes the importance of students constructing their own knowledge in the design and technology field. Additionally, it outlines the aims of the program to meet qualified teacher standards and improve teaching competencies in the context of secondary education.
Developing an ITE framework for D&T (TERC 2012)
- 1. Developing a framework for training design and technology teachers Alison Hardy, Nottingham Trent University. Alison.hardy@ntu.ac.uk @hardy_alison David Barlex, Visiting Lecturer Roehampton University David.barlex@btinternet.com @davidbarlex
- 2. Routes into teaching (England & Wales)
- 4. Subject knowledge: materials All 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
- 5. Module structure prior to September 2011
- 6. 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)
- 8. 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
- 9. 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)
- 10. 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.
- 12. Method Aims of programme Literature review 1. meet the Qualified Teacher •D&T teacher training Standards (QTS) requirements •D&T (Training and Development •Teacher training Agency (TDA), 2008) , 2. meet the Design and Interviews This lead to …. Technology Association •3 schools (D&TA) Minimum •D&T academics Competencies requirements (Design and Technology Team discussion Association, 2010) & responding to 3. address the D&TA manifesto literature review & interviews: for Design and Technology •Delphi technique (Design and Technology Association, 2011) .
- 13. 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:
- 17. 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.
- 18. Four modules and a common core Year 1 & 2 Design & Technology Mainly in Education and Making Society Designing & Making E-portfolio Mainly Designing
- 20. 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.