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Developing an ITE framework for D&T (TERC 2012)
Developing an ITE framework for D&T (TERC 2012)
Developing an ITE framework for D&T (TERC 2012)
Developing an ITE framework for D&T (TERC 2012)
Developing an ITE framework for D&T (TERC 2012)
Developing an ITE framework for D&T (TERC 2012)
Developing an ITE framework for D&T (TERC 2012)
Developing an ITE framework for D&T (TERC 2012)
Developing an ITE framework for D&T (TERC 2012)
Developing an ITE framework for D&T (TERC 2012)
Developing an ITE framework for D&T (TERC 2012)
Developing an ITE framework for D&T (TERC 2012)
Developing an ITE framework for D&T (TERC 2012)
Developing an ITE framework for D&T (TERC 2012)
Developing an ITE framework for D&T (TERC 2012)
Developing an ITE framework for D&T (TERC 2012)
Developing an ITE framework for D&T (TERC 2012)
Developing an ITE framework for D&T (TERC 2012)
Developing an ITE framework for D&T (TERC 2012)
Developing an ITE framework for D&T (TERC 2012)
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Developing an ITE framework for D&T (TERC 2012)

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This presentation reports on the development of a new framework for an undergraduate design and technology teacher training programme at a university in England. …

This presentation reports on the development of a new framework for an undergraduate design and technology teacher training programme at a university in England.
The outcome of the research was a framework with five elements that reflects the team’s philosophy of design and technology with a particular emphasis on the integration of the subject content of designing, making and technology, and related pedagogical knowledge.
Presentation for TERC 2012 with Dr David Barlex
http://www.griffith.edu.au/conference/technology-education-research-conference-2012

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  • 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)
  • 3. 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 manufacturingStudents opted at the end of semester 1 in year 1 for either:•Systems and Control – Modules in control systems, energy & machines and robot designor•Food technology (added in 2009) – Modules in health and nutrition, food design technology and consumer studies
  • 4. Module structure prior to September 2011
  • 5. 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)
  • 6. 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
  • 7. 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 learningThree 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)
  • 8. Students constructing knowledge & determining their own priorities for learningWe (the department) see design and technology as asubject which cannot be defined purely by its knowledge asdetailed in the national curriculum (Qualifications andCurriculum Authority, 2007b) but as a subject where thoseinvolved are constructing their own subject knowledge asneeded to respond to different learning situations.…D&T capability evolves for individual learners based ontheir experiences within learning contexts.
  • 9. Method Aims of programmeLiterature 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 andInterviews This lead to …. Technology Association•3 schools (D&TA) Minimum•D&T academics Competencies requirements (Design and TechnologyTeam discussion Association, 2010) &responding to 3. address the D&TA manifestoliterature review &interviews: for Design and Technology•Delphi technique (Design and Technology Association, 2011) .
  • 10. 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:
  • 11. Minimum competencies
  • 12. 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.
  • 13. Four modules and a common core Year 1 & 2Design & Technology Mainlyin Education and MakingSociety Designing & Making E-portfolio Mainly Designing
  • 14. New module structure
  • 15. 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.

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