McLain, MN (2017) Emerging perspectives on teacher modelling and explaining in design and technology. International Journal of Technology and Design Education, 28 (14). pp. 985-1000. ISSN 0957-7572

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Abstract

This paper explores emerging teacher perspectives on teacher modelling, in the form of the demonstration, as a signature pedagogy in design and technology. There is a limited body of literature outlining the theory and practice of teacher modelling. The demonstration is multifaceted, and effective teachers adopt and adapt a range of skills and values to scaffold learning. Therefore, this paper seeks to explore what teachers of design and technology value when demonstrating skills and knowledge. The study explores the subjective values 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
Uncontrolled Keywords:	1203 Design Practice And Management, 1302 Curriculum And Pedagogy
Subjects:	L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2361 Curriculum
Divisions:	Education
Publisher:	Springer
Date Deposited:	08 Jan 2020 09:25
Last Modified:	04 Sep 2021 10:06
DOI or ID number:	10.1007/s10798-017-9425-0
URI:	https://researchonline.ljmu.ac.uk/id/eprint/9249

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