Developing a conceptual framework for auditing design decisions in food technology: the potential impact on initial teacher education (ITE) and classroom practice

The paper presents the final findings and recommendations of the second of two previously reported small scale research and development projects (Barlex and Rutland, 2004; Rutland, Barlex and Jepson, 2005) with specific reference to food technology. The paper refers briefly to the background to the research activities including key findings from the first research project and preliminary findings (Rutland, Barlex and Jepson, 2005) from the second research project. It outlines the development and refinement for food technology of the conceptual model. This paper focuses on the third food technology interventional curriculum activity implemented during the course and the trainee’s use of the food technology conceptual model as a tool to audit their design decisions. It reports on the findings from the interviews with six trainee teachers following the activity. Finally, it reports on the findings from lesson observations during their school practice for the six trainee teachers in the later part of the course. The paper concludes by considering the impact on ITE and classroom practice of the research projects with specific reference to the conceptual model for designing in food. It comments on the positive use of the conceptual model with the current year group of PGCE Secondary food technology and BA Primary Education with Design and Technology trainees and the impact of imbedding the interventional studies into the courses. Reference is made to reflections of teachers and school based mentors of the potential impact of the model as a tool to audit and track the development of design decisions.