What do others think is the point of D&T? PATT29
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Transcript of What do others think is the point of D&T? PATT29
What do others think is the point of design and technology education?
Alison Hardy
Kaylie Gyekye
Claire Wainwright
Context
Power
LegitimacyUrgency
Pupil
Non-D&T
teacher
D&T teacher
Senior leader
Stakeholders
Mitchell, Agle and Wood 1997
Value of D&T
A value is ‘a standard or criterion for guiding action, for developing and maintaining attitudes toward relevant objects and situations’ (Rokeach 1968, p.160)
Theoretical framework (Hardy 2013) created from interviews with experts and analysing written documents from trainee teachers:
• 22 value statement
Method
• Two partnership schools: city & county• Fourteen interviews• Active interviews, transcribed.• First coding (Saldana 2013): values• Second coding: Elaborative using Hardy (2013) D&T values
framework• Intercoder reliability
Stakeholder group Upton School St John’s School
Senior leaders (SLT) 2 2
D&T teachers 3 2
Y9 pupils 5 6
Findings
Values numbered: 6, 12, 22 & 23
All stakeholders
18/22 21/22 21/22 14/22 14/22 12/22
Senior
leaders
D&T
teachers
Pupils
Upton cf. St John’s: Pupils
D&T has these values for both groups of pupils:
3 Empowers society to act to improve the world
4 Personal ownership of decisions and actions
5 Learning of vocational skills and techniques that open doors to a range of careers
6 Using raw materials to make a product
11 Alternative to academic subjects
13 Activity of designing
18 Provides a practical purpose for other school subjects
19 Examination and questioning of the made world
22 Learn practical life skills
Pupils do not hold these values of D&T :
1 Meaningful activity of solving real problems with real solutions
7 Designing for future needs and opportunities
9 Freedom to take risks and experiment
12 Identifying problems to be solved
14 Helps the understanding of human beings' position and existence in
the world
Comparing all groups
21/22 17/22
21/22
D&T teachers
21/22 14/22
Values numbered: 2,3, 7, 10, 12, 14, 15 & 18
D&T teachers
19
18 26
1
5
22
2 & 3
7
10
14 & 15
18
St John’s: all stakeholders
Upton: all stakeholders
All stakeholders
Stakeholders values & new National Curriculum
Values numbered: 5, 11, 15 - 17
Stakeholders values & new National Curriculum
Findings & implications for Upton School
• Developing practice
– Classroom
– Planning
• Department philosophy
• Agreement between pupils and D&T teachers, dichotomy between D&T stakeholders and senior leaders.
Findings & implications for St John’s
• The values held by senior leaders and D&T are identical
• Values dichotomy between pupils and all teachers
• Practical life skills is one of the strongest values held – why is that?
• Understanding colleagues’ perspectives
Findings & implications
• No one thinks D&T involves ‘identifying problems to be solved’
• Challenges for the future of D&T’s history:
– practical skills
– craft for the daft
– supports other subjects - not a gatekeeper
Conclusions & what next?
School
• Changes to schemes of work
• Presentation of D&T in published school material
Wider view
• What’s wrong with D&T being about practical skills?
• Potential consequences of classroom practice on National agenda
Personal
• Modifications to Hardy’s values framework (on-going PhD work)
References
Hardy, A., 2013. Starting the Journey: Discovering the Point of D&T. In: PATT27: Technology Education for the Future: A Play on Sustainability, Christchurch, New Zealand, University of Waikato: Technology Environmental Science and Mathematics Education research Centre.Mitchell, R.K., Agle, B.R. and Wood, D.J., 1997. Toward a theory of stakeholder identification and salience: Defining the principle of who and what really counts. Academy of Management Review, 22 (4), 853-886.Rokeach, M., 1968. Beliefs, attitudes and values: a theory of organization and change. San Francisco: San Francisco : Jossey-Bass.Saldaña, J., 2012. The coding manual for qualitative researchers. Sage.