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.

2017) STEM education in the twenty-first century: learning at work -an exploration of design and technology teacher perceptions and practices.STEM education in the 21st century: learning at work -an exploration of design and technology teacher perceptions and practices STEM education in the 21st century: learning at work -an exploration of design and technology teacher perceptions and practices

Love, D. (2017) Analysing design and technology as an educational construct: an investigation into its curriculum position and pedagogical identity. Curriculum Journal, (doi:10.1080/09585176.2017.1286995) This is the author's final accepted version.There may be differences between this version and the published version. Amidst concerns of an academic decline, tackling the culture of low expectation and anti-intellectualism, the need to address social justice, and its by-product of cultural reproduction, is the focus of current education policy. Set within the UK, this paper presents a critical review of the literature relating to disciplinary knowledge and teaching and learning regimes, specifically seeking to explore the subcultures which exist between design and technology and its associated curricula counterparts that combine to produce science, technology, engineering and mathematics (STEM). The purpose being to proffer an explanation that is supportive in developing an understanding as to why design and technology is perceived by many to be of less value than its STEM counterparts. Situation within a functionalist approach to STEM education policy, findings are discussed in relation to design and technology, which as a subject is caught between the identities of academic and vocational exponents, and it is from this perspective that complex nature and perceived value of design and technology is explored.

In the context of curriculum change within English education, and beyond, this paper explores the cultural historical roots of design and technology as an educational construct, distinct from design or engineering, which exist as career paths outside of the school curriculum. It is a position piece, drawing on literature from a wide range of sources from writing, largely, outside of the discipline. The authors revisit the original intentions of design and technology as a National Curriculum subject and, within the contemporary challenges, discuss the importance of technology, including designing and making, as an essentially human and humanising activity. The aim being to contribute to the theorisation and philosophy of the subject, where typically practitioners focus on practical and potentially mundane concerns. This paper asserts that technological human activity is rooted in technological innovation and determinism, inextricably linked to social human activity. The aim is to add to the literature and provoke debate around the place and value of design and technology. The argument for retention of the subject, as part of a broad and balanced curriculum, is presented from a social and technological perspective; recognising the value of the subject as cultural rather than a merely technical or economic imperative.

This paper builds on a previous study of the 'demonstration' as a signature pedagogy in design and technology (D&T). The demonstration is a fundamental pedagogical tool in practical subjects, for the development of learners' procedural knowledge, from observation and imitation to autonomy and adaption of a technique. As such, it tends to align itself at the restrictive end of an expansive-restrictive pedagogical continuum. In the preceding study, a dialogue emerged around the role of the teacher as a "competent management of the learning experience", including teachers' competency and clarity of subject knowledge. The findings of this study highlight two similar, yet distinct, perspectives of the teacher as an expert and the teacher as a facilitator. This study continues a developing professional conversation around the nature of the demonstration, exploring a snapshot of teacher educators' subjective beliefs and values. The responses of the participants to a set of 62 statements, representing a range of potential opinions and perspectives, were deployed and analysed using Q Methodology. The sample is purposive and comprised of D&T teacher educators based in England. The study draws parallels with direct instruction and demonstration, and concludes that there different approaches to and ways of viewing demonstration. In addition, further consideration of the expansive-restrictive continuum as a framework for planning and evaluating learning in D&T may support theorisation of the subject, inculcation of theory and research informed practice.The research question for this study is-'What do D&T teacher educators believe to be effective practice when demonstrating skills and knowledge?' This study continues to develop the dialogue, begun by McLain (2017) and McLain et al. (2015), around the subjective views on the 'demonstration' in D&T; focusing on teacher educators in England and building on the initial analysis of data discussed in McLain (2016McLain ( , 2017. McLain (2016McLain ( , 2017 demonstration was described as encompassing aspects of teacher modelling and explaining, often supported by questioning. Furthermore, 'demonstration' typically focuses on practical techniques and procedures, often (although not exclusively) with regard to making and tool use. The literature review in McLain (2017) presented central concepts from a largely constructivist perspective and this paper seeks to critique different perspectives. This literature review explores the concept of a signature pedagogy and expands the discussion around the role of the 'demonstration' in relation to so-called domains of learning. In addition, literature from cognitive science (cognitive load theory, direct instruction and social learning theory), which purport to challenge the constructivist perspective on learning, is explored and evaluated. Literature review