Mentoring Design and Technology Teachers in the Secondary School: A Practical Guide, 1st Edition (Paperback) book cover

Mentoring Design and Technology Teachers in the Secondary School

A Practical Guide, 1st Edition

Edited by Suzanne Lawson, Susan Wood-Griffiths

Routledge

175 pages

Purchasing Options:$ = USD
Paperback: 9781138541108
pub: 2019-08-19
Available for pre-order
$33.95
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Hardback: 9781138500099
pub: 2019-08-19
Available for pre-order
$140.00
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Description

Mentoring Design and Technology (D&T) in the Secondary School is a practical guide for mentors of beginning teachers, whether trainee, newly qualified or just those who suddenly find themselves teaching the subject for the first time. This evidence informed book takes the views of leading design and technology educators and practitioners to provide tried and tested strategies to support mentors in their role. From definitions to practical guidance on lesson planning, learning conversation to risk taking and dealing with practical lessons.

The book offers tasks and reflections to inspire and motivate mentors to get the best out of beginning teachers in the early stages of their career. Key topics explored include;

  • Helping new D&T teachers appreciate the fundamental nature of design and technology and how this informs both why it is taught and how it is taught.
  • Understanding yourself – beliefs, values and attitudes. How your experiences influence your approaches to teaching.
  • Observing design and technology teachers’ lessons: tools for observation and analysis.
  • Risk taking in the classroom – moving teachers forward from pedestrian to innovative practice.

Filled with practical strategies to engage and develop mentoring skills Mentoring Design and Technology Teachers in the Secondary School offers advice and guidance to support mentors in developing inspirational D&T teachers of the future.

Table of Contents

Contents

CHAPTER 1 MODELS OF MENTORING

Gill Golder, Alison Keyworth and Clare Shaw

CHAPTER 2 UNDERSTANDING YOURSELF- BELIEFS, VALUES AND ATTITUDES HOW YOUR EXPERIENCES INFLUENCE YOUR APPROACHES TO MENTORING

Alison Hardy

CHAPTER 3 WHAT KNOWLEDGE, UNDERSTANDING AND SKILLS DO MENTORS OF NEW D&T TEACHERS NEED?

Ruth Seabrook

CHAPTER 4 HELPING NEW DESIGN AND TECHNOLOGY TEACHERS GET THE BIG PICTURE; UNDERSTANDING THE FUNDAMENTAL NATURE OF DESIGN AND TECHNOLOGY

David Barlex, Nick Givens and Torben Steeg

CHAPTER 5 HELPING BEGINNING DESIGN AND TECHNOLOGY TEACHERS TO ANALYSE AND DEVELOP KNOWLEDGE, SKILLS AND UNDERSTANDING OF FOOD PREPARATION AND NUTRITION.

Jacqui Vaughan and Dave Howard

CHAPTER 6 HELPING NEW D&T TEACHERS TO ANALYSE AND DEVELOP KNOWLEDGE AND UNDERSTANDING IN DESIGN AND TECHNOLOGY (PRODUCT DESIGN)

Matt McLain

CHAPTER 7 A SKILLS AUDIT: IDENTIFYING GAPS IN BEGINNING DESIGN AND TECHNOLOGY (D&T) TEACHERS’ SUBJECT KNOWLEDGE, SKILLS AND UNDERSTANDING

Suzanne Lawson and Sue Wood-Griffiths

CHAPTER 8 HELPING D&T TEACHERS PLAN, DELIVER AND EVALUATE LESSONS

Louise Beattie, Suzanne Lawson and Susan Wood-Griffiths

CHAPTER 9 -HELPING D&T TEACHERS TO PLAN PRACTICAL ACTIVITIES (INCLUDING HEALTH AND SAFETY)

Jane Burnham

CHAPTER 10 OBSERVING DESIGN AND TECHNOLOGY TEACHERS’ LESSONS: TOOLS FOR OBSERVATION AND ANALYSIS.

Sarah Davies

CHAPTER 11 SUPPORTING THE BEGINNING TEACHER THROUGH PROFESSIONAL CONVERSATIONS

Alison Winson

CHAPTER 12 RISK TAKING IN THE CLASSROOM – MOVING TEACHERS FORWARD FROM PEDESTRIAN TO INNOVATIVE PRACTICE.

Dawne Irving -Bell

 

CHAPTER 13 - A STAKEHOLDER VIEW OF MENTORING – REFLECTIONS FROM THOSE WHO MENTOR AND HAVE BEEN MENTORED. WHAT LESSONS CAN BE LEARNED?

Suzanne Lawson and Susan Wood-Griffiths

About the Editors

Suzanne Lawson is the PGCE secondary course leader at the University of Worcester. Previous to this she worked as a senior lecturer at Birmingham City University. She has fourteen years teaching experience working in a range of schools in the UK with a further 15 years experience in teacher training.

Sue Wood-Griffiths was the PGCE Secondary Design and Technology subject leader at the University of Worcester until 2018. Before moving into Higher Education, she taught for 21 years in the UK and overseas. Sue has worked with many teachers and aims to develop innovative, creative teachers who share ideas and take ‘intelligent’ risks.

About the Series

Mentoring Trainee and Newly Qualified Teachers

The Mentoring Trainee and Newly Qualified Teachers Series offers subject-specific, practical books designed to reinforce and develop mentors’ understanding of the different aspects of their role, as well as exploring issues that mentees encounter in the course of learning to teach. The books have two main foci: First, challenging mentors to reflect critically on theory, research and evidence, on their own knowledge, their approaches to mentoring and how they work with beginning teachers in order to move their practice forward. Second, supporting mentors to effectively facilitate the development of beginning teachers. Although the basic structure of all the subject books is similar, each book is different to reflect the needs of mentors in relation to the unique nature of each subject. Elements of appropriate theory introduce each topic or issue with emphasis placed on the practical application of material. The chapter authors in the subject books have been engaged with mentoring over a long period of time and share research, evidence and their experience. We, as series editors, are pleased to extend the work in initial teacher education to the work of mentors of beginning teachers.

We hope that this series of books supports you in developing into an effective, reflective mentor as you support the development of the next generation of subject teachers.

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
EDU000000
EDUCATION / General