McLain, Matt, David Barlex, Dawne Bell, & Alison Hardy (2015, April). Teacher perspectives on pedagogical modelling and explaining in design & technology: A Q methodology study. In Marjolaine Chatoney (Ed.), Plurality and complementarity of approaches in design and technology education: PATT29 conference proceedings (pp. 268-279). Marseille, France: Presses Universitaires de Provence. (Link: https://hal.archives-ouvertes.fr/hal-01161553)
Abstract: The demonstration has been a long-standing signature pedagogy and teaching style in design and technology, its precursors and practical education as a whole. However, the body of literature outlining the theory and practice of teacher modelling and explanation within the ‘field’ is somewhat limited. As a practical and creative subject, with a complex epistemology, engaging learning objectives from within the cognitive, affective and psychomotor domains, the modelling of designing and making tools encompasses the interaction between thought and action. Therefore, the authors assert that, the ‘demonstration’ in D&T is multifaceted and effective teachers adopt and adapt a range of skills and values to scaffold learning. The aim of this study is to investigate the subjective values of practicing teachers towards the demonstration of design and technology knowledge and skills. Q methodology is used to compare and analyse the responses of the participating teachers, to investigate shared and contrasting values. A Q set of statements, developed and refined with D&T teacher educators, relating to modelling and explaining, representing the concourse of opinions and perspectives. The sample is purposive, comprised of practicing teachers who are engaged with mentoring D&T Initial Teacher Education (ITE) trainees. The findings will represent a snapshot of subjective values of practicing teachers, as part of a wider, and developing, discourse on signature pedagogies in design and technology education.
Matt McLain <email@example.com> is Head of Secondary Programmes, Liverpool John Moores University, Liverpool, UK.