Abstract
This paper analyses the beliefs of teachers regarding the demonstration as a signature pedagogy in design and technology, where there is a limited body of literature outlining the theory and practice. The demonstration is multifaceted, and effective teachers adopt and adapt a range of skills and values to scaffold learning, including teacher modelling and explaining. The study explores the subjective beliefs of seven practicing teachers through Q Methodology; comparing and analysing the responses of the participants’ subjective beliefs and values, using 62 statements relating to teacher modelling and explaining, developed and refined with teacher educators, and representing the concourse of opinions and perspectives. The sample is purposive, comprised of practicing teachers who are engaged with mentoring trainees in Initial Teacher Education. The findings will represent a snapshot of subjective values of practicing teachers, as part of a discourse on signature pedagogies in design and technology education.
Highlights
The primary aim of this study is to analyse the subjective beliefs of teachers regarding the demonstration as a signature pedagogy in design and technology
As an exploratory study into subjective beliefs and values, a small sample size does not pose a problem in Q Methodology, according to Watts and Stenner (2012)
The responses in this small-scale study support the belief that competence in relation to design and technology subject knowledge is fundamental to effective teacher modelling, supported by skilful pedagogical knowledge to manage the classroom; with the sophisticated skills to consolidate learning and facilitate independence being employed as appropriate to the age and ability of the learners (Fig. 3)
Summary
The primary aim of this study is to analyse the subjective beliefs of teachers regarding the demonstration as a signature pedagogy in design and technology. Despite the subject being formally recognised in the National Curriculum for England in the late 1990s (DfE 1995, 2013; QCA 2004, 2007; DfEE 1999; NCC 1990), almost three decades on, there is limited research and pedagogical literature to underpin practice in this area (McLain et al 2015). Whilst this study focuses on the views of teachers in England, and the relative historical and cultural context, the nature of the discussion in this paper is relevant to creative, practical and technical subjects internationally; be they craft or technology based, emerging into or embedded as a design and technology based curriculum
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