Teacher Perceptions of Design and Technology: A Study of Disjunction between Policy and Practice

Mittell, Ian; Penny, Alan

doi:10.1023/a:1008836605181

Cited by 21 publications

(21 citation statements)

References 3 publications

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“…Whereas vocational subjects were primarily concerned with the transmission of specific content knowledge and development of specific skills (Banks 2000;Owen-Jackson 2015), D&T education is broadly characterised by its potential to develop transferrable knowledge, skills, and attitudes (Dow 2014). In spite of the clear distinctions between the nature of vocational and D&T education, it is debated whether or not practices in D&T have shifted in alignment with international discourse and policy changes (Banks and Barlex 1999;Dakers 2005a;Doyle et al 2017;Mittell and Penny 1997). Much of the contentions in understanding the evolution of practice from vocational to D&T education appear to have stemmed from the difficulties in explicating goals for D&T, as researchers in the discipline appear to broadly converge on either the concept of technological capability (Black and Harrison 1985;Gibson 2008;Kelly et al 1987;Kimbell 2011) or technological literacy (Dakers 2014a, b;Gagel 2004;Ingerman and Collier-Reed 2011;Petrina 2000Petrina , 2007Williams 2009).…”

Section: The Nature Of Dandt Educationmentioning

confidence: 99%

Reconceptualising PCK research in D&T education: proposing a methodological framework to investigate enacted practice

Doyle

Seery

Gumaelius

et al. 2018

Int J Technol Des Educ

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Since first conceived, the concept of pedagogical content knowledge (PCK) has attracted much attention. Despite being lauded by educationalists as the unique knowledge base of teachers, research on the concept over the past 30 years has yet to result in a universally accepted definition being presented. Much of the contentions surrounding the lack of an agreed upon conception appear to have stemmed from difficulties in understanding the relationship between PCK, other areas of teacher knowledge, teacher beliefs, and enacted practice. This paper considers the application of PCK frameworks to design and technology (D&T) education, through an analysis of the nature of the discipline from an ontological and epistemological perspective and contemporary perspectives on the construct of PCK. It is theorised that the volition afforded to teachers in D&T through weakly framed subject boundaries negates the effective application of PCK frameworks, as teachers' beliefs have a greater impact on enacted practices. In an attempt to better understanding enacted practice in D&T education, the paper proposes a methodological framework centred on the interactions between teachers' beliefs and knowledge in the discipline, through synthesising the concept of amplifiers and filters of practice with the nature of D&T education. The proposed framework outlines the need to recognise individual teachers' conception of capability as a critical influence on enacted practice.

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Section: The Nature Of Dandt Educationmentioning

confidence: 99%

Reconceptualising PCK research in D&T education: proposing a methodological framework to investigate enacted practice

Doyle

Seery

Gumaelius

et al. 2018

Int J Technol Des Educ

View full text Add to dashboard Cite

show abstract

“…Studies exploring the effectiveness of policy reform in the discipline have indicated that teachers find it difficult to transition from the traditional model of learning, and that a shift in policy change in terms of curricular outcomes does not necessarily effect practice (Banks and Barlex 1999;Mittell and Penny 1997). Dakers (2005b) suggests that teachers may be reluctant to adopt the new technology education paradigm and that the legacy of behaviourist, teacher-centred, whole class teaching methodologies continues to assert itself as the dominant orthodoxy.…”

Section: Practice In Technology Educationmentioning

confidence: 99%

“…In light of; the philosophical shift in focus of Irish technology education, the legacy issues that have throttled the evolution of practices in technology education internationally (Dakers 2005b;Mittell and Penny 1997), and the calling to question of practices in general Irish education (Gleeson 2014), the research presented herein sets out to explore prevailing practices in the discipline. Specifically, this paper seeks to investigate how teachers describe their practice in the context of Irish technology education.…”

Section: Study Focusmentioning

confidence: 99%

Agendas, influences, and capability: Perspectives on practice in design and technology education

Doyle

Seery

Canty

et al. 2017

Int J Technol Des Educ

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A philosophical shift in policy now situates the development of technological capability as the focus of Irish technology education. Internationally, the effectiveness of curricular reform in the discipline has previously been called to question, as the legacy of the preceding vocational craft subjects has been seen to throttle the evolution of practice in aligning with emergent policy. As Irish technology education shares this vocational heritage, this research seeks to explore the effectiveness of policy change through an investigation of current practices in the discipline. Specifically, this research seeks to explore the alignment of teachers' perceptions of practice in terms of the focus of learning activities and educational outcomes as prescribed by curricula. A methodological framework was developed to explore teachers' (n = 15) perceptions, ecologically rooted in the tasks and activities they use to teach in their classrooms. The results suggest a misalignment between what teachers conceive as important to the discipline, and their enacted practices. The paper unpacks the contentions surrounding this misalignment and discusses factors which appear to influence teachers' perceptions, forming a greater understanding of what influences practice in the discipline.

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“…There is little evidence that these potentially motivating factors were widespread in this case. Indeed, there are accounts of teachers deliberately rejecting the statutory requirements and adopting a position more in keeping with values based in their early professional development Paechter (1995) or with a 'craft paradigm' (Mittell & Penny 1997).…”

Section: Literaturementioning

confidence: 99%

“…Least used were the two parts of the Study Guide. Part 2, the Case Studies, was not explicitly required by the National Curriculum; we can only speculate about the reasons for Part 1, the pupil's guide, being underused: it may be that a profession that has its roots in the demonstration of practical craft skills (Paechter 1995, Mittell & Penny 1997 is not ready for a text that speaks directly to learners about the subject.…”

Section: Specialist Teaching At Key Stagementioning

confidence: 99%

The Role of Published Materials in Curriculum Development and Implementation for Secondary School Design and Technology in England and Wales

Given

Barlex

2001

International Journal of Technology and Design Education

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ABSTRACT. This paper discusses the ways in which teachers exploited a set of curriculum materials published as a vehicle for curriculum innovation, and the relationship between chosen modes of exploitation and teachers' own perceptions of how the materials had 'added value' to their teaching. The materials in question were developed by the Nuffield Design and Technology Project ('the Project') to offer a pedagogy appropriate to the statutory curriculum for secondary school design and technology education in England and Wales (DFE/WO 1995). The Project had sought both to inform the statutory curriculum, and respond to its requirements. An earlier case study (Givens 1997) laid the foundations for the survey that is reported here. This paper focuses on the teaching of pupils aged 11-14. It finds that while most teachers made at least some use of all the various components of the publications, they were selective. While the Study Guide, which carries out a meta-cognitive dialogue with pupils, was generally underused, those teachers who did use it perceived greater value added by the materials as a whole to the quality of pupils' work, their effectiveness in design and technology and their autonomy.Key words: technology education, design and technology education, curriculum innovation through publication, meta-cognition, study guides, students' guides, pupils' guides 2 MEETING THE CHALLENGE OF NATIONAL CURRICULUM DESIGN AND TECHNOLOGY THROUGH CURRICULUM DEVELOPMENT AND PUBLICATION: THE NUFFIELD DESIGN AND TECHNOLOGY PROJECT Design and technology was introduced as a new subject into the National Curriculum of England and Wales in 1990 (DES/WO 1990). A central feature of the subject is that it required pupils to design and make products. Designing and making engages students with thinking about the made world and how they might intervene to change it. The educational value of this work does not depend on the worth of the products that pupils design and make; the activity itself is held to be highly significant because " the process of trying to create change requires pupils to engage in a challenging, enriching empowering activity" (Kimbell, Stables & Green, 1996, p. 29).The Nuffield Design and Technology Project was initiated in 1990 as schools were required for the first time to teach design and technology. It soon became clear to the Project that many teachers were finding it extremely difficult to meet these new requirements. This was echoed by the findings of Her Majesties Inspectors of Schools; the annual report for design & technology in 1990design & technology in -1991design & technology in (DES 1992) makes sorry reading and shows a decline in pupils ability to design and make since the introduction of the National Curriculum, particularly in the 11 -14 age range. The Project took a three-pronged approach to address this by: i) promoting and contributing to a radical revision of the Statutory Orders to make them accessible to teachers.ii) establishing a clear pedagogy that teachers could use to tea...

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Teacher Perceptions of Design and Technology: A Study of Disjunction between Policy and Practice

Cited by 21 publications

References 3 publications

Reconceptualising PCK research in D&T education: proposing a methodological framework to investigate enacted practice

Reconceptualising PCK research in D&T education: proposing a methodological framework to investigate enacted practice

Agendas, influences, and capability: Perspectives on practice in design and technology education

The Role of Published Materials in Curriculum Development and Implementation for Secondary School Design and Technology in England and Wales

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