McLain, MN (2017) Emerging perspectives on the demonstration as a signature pedagogy in design and technology education. International Journal of Technology and Design Education. ISSN 0957-7572

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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.

Item Type:	Article
Additional Information:	The final publication is available at Springer via http://dx.doi.org/10.1007/s10798-017-9425-0
Uncontrolled Keywords:	1203 Design Practice And Management, 1302 Curriculum And Pedagogy
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education
Divisions:	Education
Publisher:	Springer
Date Deposited:	22 Aug 2017 08:25
Last Modified:	04 Sep 2021 03:52
DOI or ID number:	10.1007/s10798-017-9425-0
URI:	https://researchonline.ljmu.ac.uk/id/eprint/6973

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