How do D&T teachers value design and technology education?

Hardy, A. ORCID: 0000-0002-6970-1695, Dunn, A. ORCID: 0000-0003-3226-1734 and Morales-Verdejo, J., 2022. How do D&T teachers value design and technology education? In: D. Gill, J. Tuff, T. Kennedy, S. Pendergast and S. Jamil, eds., PATT 39: PATT on the Edge: Technology, Innovation and Education, St. John’s, Newfoundland and Labrador, Canada 21-24 June 2022. Proceedings. Newfoundland: Faculty of Education, Memorial University of Newfoundland, pp. 38-48. ISBN 9780889015050

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Abstract

We have previously reported on the validation of our Subject Values Instrument for Design and Technology Education (SVA-D&T) (Hardy, Dunn & Trigg, 2021). In this paper we share our analysis of 19 D&T teachers’ (a data subset from our main project) responses to the survey. There are 2 aims to this analysis: first to identify the grade of importance that teachers attribute to the Design and Technology subject in five dimensions (1) Creative and Critical Thinking, (2) Making and Creating, (3) People's Relationship with Technology, (4) Careers, Life, and the Economy, and (5) Transferrable Skills for Personal Development; second, to identify whether there was any value consensus or dissonance between the teachers.

The teachers rated 28 statements, each a different value of design and technology, by indicating on a 5-point Likert scale how important the statement was to them. In addition to the Likert scale questionnaire, the teachers were also asked to respond to three open questions, that asked them to describe what they thought the purpose was of D&T.

Quantitative analysis showed the Creative and Critical Thinking dimension was the most highly rated and Making and Creating with the lowest average rating. Comparative analysis by school role, gender and whether they studied D&T at school shows that teachers attribute different values to D&T dependent on their school experience, school role, and gender. At the PATT39 conference and in a future publication we will share our interpretation of the differences in relation to these factors.

The next steps for our study are first to complete the validation of the SVA-D&T and then to analyse the pupils’ responses from step 3 in a similar way to the teachers’ responses.

Item Type: Chapter in book
Creators: Hardy, A., Dunn, A. and Morales-Verdejo, J.
Publisher: Faculty of Education, Memorial University of Newfoundland
Place of Publication: Newfoundland
Date: 21 June 2022
ISBN: 9780889015050
Identifiers:
NumberType
1564072Other
Rights: © 2022 The Authors.
Divisions: Schools > Nottingham Institute of Education
Schools > School of Social Sciences
Record created by: Linda Sullivan
Date Added: 11 Jul 2022 10:42
Last Modified: 11 Jul 2022 10:42
Related URLs:
URI: http://irep.ntu.ac.uk/id/eprint/46580

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