Teacher Perceptions of Design and Technology: A Study of Disjunction between Policy and Practice |
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Authors: | Ian Mittell Alan Penny |
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Institution: | (1) King Alfred‘s College of Higher Education, Winchester, England |
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Abstract: | This study examines the curriculum directions being charted by a sample of county secondary school design and technology teachers
in England and Wales. The purposes of design and technology are analysed, and the syllabuses and examinations used reviewed,
together with how design folios are incorporated into teaching. In addition, teacher reports on student-teacher classroom
performance, and student-teacher evaluations of their teaching practice experiences are analysed. It was found that teacher
perceptions are highly pragmatic and technical, with the pupils‘ intended learning outcomes largely being defined instrumentally
in terms of product output rather than in design process terms. A disjunction is found between the statutory Order on Design
and Technology and its implementation, with many teachers ’constructing‘ their design and technology education programmes
within a ’craft paradigm‘. The discussion offers possible explanations for this and concludes that it has as much to do with
the perceived status of Design and Technology as a school subject as with a ’product – process‘ debate.
This revised version was published online in August 2006 with corrections to the Cover Date. |
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Keywords: | design technology education teacher percentpion process-product debate classroom practice |
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