The Adaptive Subject Pedagogy Model: Empowering Student Teachers of Design & Technology Education to Create their own Pedagogy

Morrison-Love, D. and Patrick, F. (2021) The Adaptive Subject Pedagogy Model: Empowering Student Teachers of Design & Technology Education to Create their own Pedagogy. In: PATT 38, 27th-30th April 2021,

Abstract

Technology Education subjects encompass a diverse range of concepts, ideas and subject content. In our experience, however, student teachers find it challenging to develop the types of evidence-informed pedagogies these necessitate. To be effective in the long term, teacher education must enable students to critically synthesise theory, practice and different forms of knowledge in ways that allow effective subject pedagogy to emerge. Yet this is ambitious. As teacher educators, it requires us to move beyond ideas of simply bridging the theory-practice gap, and away from pedagogical thinking which is led by overly instrumental approaches to lesson planning that can mitigate creativity and omit reasoning. It forces us to think through how we might help students to develop better pedagogical expertise in richer and more considered ways. Here, we present a new andragogical model for teacher education, created as part of the Design & Technology Teacher Education programme at the University of Glasgow, Scotland. The Adaptive Subject Pedagogy Model, or ASPM, is developed from the work of Lee Shulman and draws upon theoretical and empirical understanding from content and pedagogical knowledge for teaching, reflective practice, learning progression and transformation. Rather than viewing pedagogy as generic, the ASPM purposefully promotes curriculum driven pedagogy and does not privilege published evidence over expertise. Specifically, the ASPM asks students to: • Identify an area or topic for learning in the Technologies curriculum and the pupils who would be learning. • Explicitly represent and explain the subject matter in that topic. • Reflect upon their own experience of both teaching and learning the subject matter. • Critically investigate the evidence-base. • Synthesise the understanding gained from these elements to form a pedagogical approach for the topic which students could then draw upon when planning different lessons. The model is being co-developed by staff and students using an iterative and participatory methodology. Empirical data is gathered at key points in the process using focus groups, student evaluations, and the written submissions of students form their use of the ASPM in their own learning. The data reported on here were analysed using thematic networks analysis (Attride-Stirling, 2001: https://doi.org/10.1177/146879410100100307). Findings show that the ASPM has potential in helping students to organise and connect their thinking and, for some students, revealed a deeper level of pedagogical reasoning than was previously seen. For some students, the model enabled them to create pedagogical approaches that were both evidence-informed and unique to them. Overall, students found the model helpful, but intellectually challenging. They appreciated the research element, but some students found it to be more effective if they had the chance to reflect beforehand, and this led to the model being altered. By reflecting first, it meant that some of their personal theories could be challenged or more fully understood. The ASPM required a slower pace of learning to allow for deeper engagement by the students. Those who found it most helpful viewed it as something to inform lesson creation, whilst those who were more doubtful viewed as something for planning lessons.

• Item Type: Conference Proceedings
• Additional Information: Conference hosted by University of Turku, Finland.
• Keywords: Initial Teacher Education, Technology Education, Pedagogical Expertise, Content Knowledge for Teaching, Subject Pedagogy.
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Morrison-Love, Dr David and Patrick, Dr Fiona
• Authors: Morrison-Love, D., and Patrick, F.
• Subjects: L Education > L Education (General); L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools; L Education > LB Theory and practice of education > LB2300 Higher Education
• College/School: College of Social Sciences > School of Education; College of Social Sciences > School of Education > Culture, Literacies, Inclusion & Pedagogy; College of Social Sciences > School of Education > Pedagogy, Praxis & Faith
• Research Group: University of Glasgow Educational Assessment Network
• Copyright Holders: Copyright © 2021 PATT38 Conference
• Publisher Policy: Reproduced with the permission of the publisher

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