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Student teachers of technology and design into industry: a Northern Ireland case study

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Abstract

This paper, based in Northern Ireland, is a case study of an innovative programme which places year 3 B.Ed. post-primary student teachers of Technology and Design into industry for a five-day period. The industrial placement programme is set in an international context of evolving pre-service field placements and in a local context defined by the Northern Ireland Curriculum (CCEA 2007); a rationale for the inclusion of Technology and Design within that curriculum; and the promotion of a STEM (Science, Technology, Engineering and Mathematics) agenda. Undertaken in collaboration with a range of industrial partners, the placements aim to give the student teachers an opportunity to spend time in industry. All the students concerned started their teacher education degree straight from school and therefore are without industrial experience. As a result of the placements the students gained valuable industrial experience and thereby further enhanced their working knowledge and understanding in their main subject area of Technology and Design, in particular, and other curricular areas, in general. The students report many benefits, both personally and professionally, to be gained from the placements typically the opportunity to see a range of industrial processes, many of which they are required to teach, and to gain a better understanding of the link between content of Technology and Design education and the activities of industry. This case study is based on feedback from the 2010 to 2011 cohort of students whose comments confirm the inherent value of exposing student teachers to industrial environments.

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Authors and Affiliations

  1. Teacher Education, Post-primary (Technology & Design), Stranmillis University College, Stranmillis Road, Belfast, Northern Ireland, BT9 5DY, UK

    Ken Gibson

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  1. Ken Gibson
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Correspondence to Ken Gibson.

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Gibson, K. Student teachers of technology and design into industry: a Northern Ireland case study. Int J Technol Des Educ 23, 289–311 (2013). https://doi.org/10.1007/s10798-011-9179-z

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