2134/2788
David Barlex
David
Barlex
A small-scale preliminary pilot to explore the use of Mode 2 research to develop a possible solution to the problem of introducing one-year PGCE design and technology trainees to design methods that are relevant to the teaching of designing in the secondary school
Loughborough University
2007
design and technology
designing
PGCE (Post-Graduate Certificate in Education)
Initial Teacher Education
Design Practice and Management not elsewhere classified
2007-05-23 10:21:14
Online resource
https://repository.lboro.ac.uk/articles/online_resource/A_small-scale_preliminary_pilot_to_explore_the_use_of_Mode_2_research_to_develop_a_possible_solution_to_the_problem_of_introducing_one-year_PGCE_design_and_technology_trainees_to_design_methods_that_are_relevant_to_the_teaching_of_designing/9345248
David Hargreaves (1998) noted that, in the world outside
education, knowledge is not created in a university by
researchers and then applied somewhere in the real world
by practising professionals: it is developed where it will be
used. It will be developed in order to get something done, a
form of research called Mode 2 (Gibbons et al, 1994). He
proposed that ‘knowledge creation and dissemination in
education must now move into Mode 2: teacher-centred
knowledge creation through partnerships’. In this paper we
identify two problems by means of a literature survey and
through a partnership between a curriculum developer and
a university-based researcher, clarify its local manifestation
and explore a possible solution that might be further
informed by an extension of this research method. The
problems identified by the literature survey are (a) the wide
variation in designing experience within one-year postgraduate
certificate of education (PGCE) design and
technology students and (b) the poor development of
designing skills in secondary school pupils within the
subject design and technology. The partnership developed
and implemented a piece of work new to the PGCE design
and technology curriculum at a university in the south of
England to give trainees experience relevant to their own
development as a designer and to show how this might be
related to developing design skills in school pupils. This
was in addition to the design-based projects trainees had
been required to develop and present in previous years. The
trainees’ response to the work and its relevance to the Key
Stage 3 work they undertook on teaching experience were
then identified by a short interview with a selection of the
students. The implications of this feedback for an extension
of this work are discussed within the intention of improving
the design teaching expertise of PGCE students at this
particular university.