Abstract:This paper builds on a previous study on the demonstration as a signature pedagogy in design and technology, this paper explores teacher educators’ values on teacher modelling and explanation. In a previous study the participating teachers identified “competent management of the learning experience” as a significant factor in effective demonstrations, and in particular teacher competency, clarity and subject knowledge. The demonstration is a fundamental pedagogical tool for practical subjects where procedural knowledge is developed over time from observation and imitation to independence and adaption of technique. As such, it tends to align itself at the restrictive end of an expansive-restrictive continuum. This study builds on the developing exploration of the nature of the demonstration, exploring the subjective values of teacher educators. Q Methodology is used to compare and analyse the responses of the participating teacher educators. A Q-Set of statements, developed and refined with D&T teacher educators, relating to modelling and explaining, represents the concourse of opinions and perspectives. The sample is purposive, comprised of teacher educators. The findings represent a snapshot of subjective values, informing the wider discourse on signature pedagogies in design and technology education.

1. Initial Teacher Education
Teacher educator perspectives on
pedagogical modelling and
explaining in Design and
Technology
Matt McLain, Liverpool John Moores University
m.n.mclain@ljmu.ac.uk

2. Initial Teacher Education
The study
• The demonstration as a signature pedagogy in D&T;
• Limited body of literature on teacher modelling;
• Complex epistemology (and pedagogy) in D&T;
• Cognitive, affective and psychomotor domains;
• Subjective values of practicing teachers;
• Q Methodology – ‘snapshot’ of views;
• Wider discourse on signature pedagogies.

3. Initial Teacher Education
The Literature
• Little written about demonstration in D&T (McLain,
Barlex, Bell and Hardy, 2015; McLain, Bell and Pratt,
2013);
• Practical education (Claxton, Lucas and Webster, 2010a,
2010b; Dewey, 1916; Froebel, 1900);
• Cognitive ‘bias’ – cognitive, affective and psychomotor
domains (Simpson, 1972);
• Restrictive-expansive framework (Fuller and Unwin,
2003).

4. Initial Teacher Education
Emerging views
(McLain, Barlex, Bell and Hardy, 2015
Skillful
Classroom
Management
Competence
with Subject
Knowledge
Consolidation
of learning
Facilitation
of independence

5. Initial Teacher Education
Research Design
• Question: What do design and technology teacher
educators believe to be effective pedagogy modelling?
• Pragmatism / social constructivism;
• Subjective values and experience;
• Q Methodology (Watts and Stenner, 2013).

6. Initial Teacher Education
Q Methodology
• Qualitative and subjective (views, beliefs and values);
• Quantitative – Factor Analysis comparing participants;
• Q-Set – 62 statements representing views on teacher
modelling (McLain, Barlex, Bell and Hardy, 2015);
• Q-Sort (online) – ‘forced choice frequency distribution’.

7. Initial Teacher Education
Findings: the participants
• 11 teacher educators: two factors (groupings)
The analysis of data was conducted using the PQMethod software (Schmolck, 2014).
Findings
There were 11 participating teacher educators (Figure 4) who responded to an invitation on a
design and technology teacher educator email discussion group. The study continues to
explore the subjective values or practitioner in relation to classroom practice.
Figure 4 Sample group (n=11)
Sorts Main D&T specialism Gender Institution ITE experience
1 Other Male Higher Education More than 20 years
2 Graphic design Female Higher Education 10 to 20 years
3 Product design Female Higher Education 10 to 20 years
4 Other Male Higher Education 5 to 10 years
5 Graphic design Female Higher Education 5 to 10 years
6 Electronics and control Male Higher Education 5 to 10 years
7 Textiles and fashion Female Higher Education 10 to 20 years
8 Textiles and fashion Female School Direct Less than 2 years
9 Product design Female Higher Education More than 20 years
10 Electronics and control Male Higher Education 5 to 10 years
11 Electronics and control Male Higher Education More than 20 years
Figure 5 Correlation matrix between Q Sorts
1 2 3 4 5 6 7 8 9 10 11
1 100 40 26 53 22 24 27 16 18 -34 37
2 40 100 15 45 12 16 33 11 15 -33 45
3 26 15 100 29 25 31 1 20 30 -17 9
4 53 45 20 100 25 22 35 21 21 -35 59
5 22 12 25 25 100 23 0 12 15 -16 26
6 24 16 31 22 23 100 23 38 14 -41 32
7 27 33 1 35 0 23 100 -7 -6 -42 39
8 16 11 20 21 12 38 -7 100 25 -5 26
9 18 15 30 21 15 14 -6 25 100 -9 11
10 -34 -33 -17 -35 -16 -41 -42 -5 -9 100 -55
11 37 45 9 59 26 32 39 26 11 -55 100

8. Initial Teacher Education
Findings: the ‘factors’
• Factor 1: 4 teacher
educators; all are female,
two product design, one
graphic design and one
textiles and fashion.
• Factor 2 (‘strongest’): 6
teacher educators; four
male and two female; two
electronics and control,
one graphic design, one
textiles and fashion, and
two as ‘other’.

9. Initial Teacher Education
Factor 1: the teacher as a manager
of the learning environment
• Top responses: value didactic approaches through a
planned and structured learning experience;
• Also: clear expectations of learning and progress;
models/examples; wider application of the knowledge
being demonstrated; peer support; application of
knowledge to other contexts; speculation and synthesis
knowledge…

10. Initial Teacher Education
Factor 2: the teacher as the
mediator of knowledge
• Top responses: also value didactic approaches through
a planned and structured demonstration, but the
response focus on the learning outcomes;
• Also: teacher overview and support developing
skills/knowledge linked to learning and progress;
breaking / chunking complex processes; use of technical
language and terminology; demonstrating knowledge
and skill the context; differentiation; recall and probing
questions; pedagogical and subject knowledge to inform
and adapt teaching.

11. Initial Teacher Education
Common ground
Broad agreement on the role of didactic and pedagogic
approaches, and the importance of:
• Learning objectives and outcomes;
• Identification of hazards and risks;
• Previewing content of a demonstration;
• Preparation;
• Management of risk through identification of hazards;
• Scanning and monitoring for learners’ safety.

12. Initial Teacher Education
Top 10 consensus statements
In common with McLain, Barlex, Bell and Hardy (2015) study:
• The teacher identifies the main points/steps for the learners (17).
• The teacher gives an overview of the content of the skills or knowledge being
demonstrated (1).
• The teacher makes his/her expectations of the learners’ outcomes clear (60).
• The teacher prepares the demonstration station/area in advance (e.g. before
the lesson) (32).
Individual to McLain (2016) Study
• The teacher identifies hazards and risks for the learners (35).
• The teacher presents the learning objectives (knowledge/skills) (4).
• Appropriate information about risk is readily available to learners (38).
• The teacher presents their expectations (3).
• The teacher uses questioning to enable learners to recall aspects of the
process demonstrated (26).
• The teacher uses questioning to probe learners’ prior knowledge from within
the unit/project (23).

13. Initial Teacher Education
Conclusions & recommendations
• Further study need, including empirical observation (in
time) including:
– larger samples
– adapting the Q-Set statements (e.g. consensus or distinguishing)
– different pedagogical contexts
• Dialogue on teacher engagement with procedural and
strategic knowledge in pre-service and in-service
training;
• Developing resources, for training and reflection.

14. Initial Teacher Education
References
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education. London: Edge Foundation
Claxton, G., Lucas, B. and Webster, R. (2010b). Bodies of Knowledge: how the learning sciences could transform
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Fuller, A. and Unwin, L. (2003). Learning as apprentices in the contemporary UK workplace: creating and managing
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McLain, M., Bell. D. and Pratt, A. (2013). Show-how know-how (Part 1): Theory and practice for demonstrating in
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15. Initial Teacher Education
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