A phenomenological study of pre-service teachers' subject knowledge in secondary design and technology

Abstract

This study explored the development of subject knowledge by pre-service teachers of Design and Technology (D&T) in secondary schools in England. In doing so it aimed to throw light on their lived experience of developing subject knowledge whilst on placement in schools. It was anticipated that this would help to identify the factors that shape what is learned and the ways in which pre-service teachers may be better prepared and supported for placement in the future. The study made use of phenomenology as a methodological approach in order to capture the lived experience of developing knowledge through the eyes of pre-service teachers. This was framed against an exploration of subject knowledge in Design and Technology and the extensive experience of the researcher in the field. Empirical data was gathered through a process of interviewing 11 participants three times during the course of one academic year. Processes of data reduction and explication were undertaken to explore individual experiences and aspects that they had in common. Findings from the study highlight the inadequacy of the term subject knowledge in describing the processes that take place. They demonstrate that pre-service teachers drawn on cognitive, psychomotor and affective domains in developing their understanding of materials and processes in preparation for teaching. The findings also highlight the complex, and interrelated nature of factors that affect the development of subject knowledge and the significant influence that the placement school arena, and teachers, have on shaping the nature of what can be learned. They also indicate that learning new knowledge is a central part of the experience and that developing ‘skills of knowing’ is essential. Key recommendations from the study include the preparation of pre-service teachers for their placement experiences by enabling them to understand how they learn completely new things. It is also recommended that the responsibility for the development of subject knowledge should be more in the hands of placement schools. Further work is also needed in exploring alternative ways of representing the processes that take place when knowledge is acquired by individuals as they become the teachers of the future.