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.
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
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.