This collection offers an evidence-based approach to mentoring and supporting design and technology teachers and educators in the secondary school and provides tried and tested strategies to support this role. Contributors offer 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 as a mentor - beliefs, values and attitudes, and how your experiences influence your approaches to teaching.
• Observing design and technology teachers’ lessons and offering tools for observation and analysis.
• Risk taking in the classroom: moving teachers forward from pedestrian to innovative practice.
Filled with practical guidance on lesson planning, risk taking, and learning conversation, 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. This essential guide is perfect for mentors of beginning teachers, whether trainee, newly qualified, or those who find themselves teaching the subject for the first time.
Table of 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
CHAPTER 3 WHAT KNOWLEDGE, UNDERSTANDING AND SKILLS DO MENTORS OF NEW D&T TEACHERS NEED?
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)
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)
CHAPTER 10 OBSERVING DESIGN AND TECHNOLOGY TEACHERS’ LESSONS: TOOLS FOR OBSERVATION AND ANALYSIS.
CHAPTER 11 SUPPORTING THE BEGINNING TEACHER THROUGH PROFESSIONAL CONVERSATIONS
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
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.
Susan 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.