Abstract
There are various aspects to teachers’ professional knowledge, some such as subject knowledge are more easy to articulate than others, for example knowing how to construct a scheme of work. Student teachers need to be able to understand the various aspects of teachers’ professional knowledge in order to be able to help themselves reflect on and develop these various aspects. This research builds on earlier work conducted with design and technology colleagues in a number of different countries and teacher training institutions (see Banks et al., International Journal of Technology and Design Education, 14, 141–157, 2004). Leach and Banks, together with other colleagues, developed a visual tool for discussing the aspects of professional knowledge that student teachers are required to develop and this formed the basis of this research (Leach and Banks, Investigating the developing ‘Teacher Professional Knowledge’ of student teachers, 1996). The research was carried out with a cohort of 1-year Post Graduate Certificate in Education (PGCE) students on a conventional face-to-face programme. There were 11 in the group with six male and five female and the majority were aged under 25; this is atypical of this course both for gender and age, but this constituted the 2004–2005 intake. There were three data collection points: September 2004, on their first day of their course; January 2005 following their first school placement and June 2005 at the end of the course. The findings indicate the students’ development across the PGCE course in each of the areas relating to knowledge of subject, pedagogy and school. In each area there is a growth in their knowledge and a development in the complexity of their understanding. The students’ knowledge developed from a generalised understanding to a more specific and sophisticated one. It is hoped to be able to continue this research during the induction year of each successful student.
Similar content being viewed by others
References
Banks, F., Barlex, D., Jarvinen, E., Owen-Jackson, G., & Rutland, M. (2000). Findings of an international teacher training research study: The DEPTH project. Proceedings PATT-10, ITEA 2000, Salt Lake City, USA.
Banks, F., Barlex, D., Jarvinen, E., O’Sullivan, G., Owen-Jackson, G., & Rutland, M. (2004). DEPTH—developing professional thinking for technology teachers: An international study. International Journal of Technology and Design Education, 14, 141–157.
Evans, M. (2005). Teaching and learning and school improvement draft paper related to pedagogy and practice: Towards a theoretical construct. Secondary National Strategy London: DfES.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Leach, J., & Banks, F. (1996). Investigating the developing ‘Teacher Professional Knowledge’ of student teachers (Paper presented at the BERA conference, Lancaster, UK).
Marks, R. (1990). Pedagogical content knowledge: From a mathematical case to a modified conception. Journal of Teacher Education, 40, 3–11.
Massengill, D., Mahlios, M., & Barry, A. (2005). Metaphors and sense of teaching: How these constructs influence novice teachers. Teaching Education, 16(3), 213–229.
McIntyre, D. (1993). Theory, theorising and reflection in initial teacher education. In J. Calderhead, P. Gates (Eds.), Conceptualising reflection in teacher development. Lewes: Falmer Press.
O’Leary, Z. (2004). The essential guide to doing research. London: Sage.
Poulou, M. (2005). Educational psychology within teacher education. Teachers and Teaching: Theory and Practice, 11(6), 55–575.
Ritchie, S. M., & Hampson, B. (1996). Learning in the making: A case study of science and technology projects in a year six classroom. Research in Science Education, 26, 391–407.
Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Research Review, 57, 1–22.
Silberstein, M., & Tamir, P. (1991). The expert case study model: An alternative approach to the development of teacher education modules. Journal of Education for Teaching, 17, 165–179.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Owen-Jackson, G. DEPTH2: developing professional knowledge in D&T secondary initial teacher education. Int J Technol Des Educ 18, 255–263 (2008). https://doi.org/10.1007/s10798-007-9049-x
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10798-007-9049-x