The Adaptive Subject Pedagogy Model: Understanding Pre-Service Teachers’ Pedagogical Reasoning in Design & Technology

Morrison-Love, D. and Patrick, F. (2023) The Adaptive Subject Pedagogy Model: Understanding Pre-Service Teachers’ Pedagogical Reasoning in Design & Technology. In: 40th International Pupils’ Attitudes Towards Technology Research Conference (PATT40), Liverpool, UK, 31 Oct - 03 Nov 2023,

Abstract

Here, we share findings from the current phase of a practitioner enquiry project to explore ways of supporting undergraduate technology education ITE (Initial Teacher Education) students to inform their classroom practice with theory, research, and academic knowledge. The practitioner enquiry centres on our work in teacher education with students using a model created by Morrison-Love to scaffold the development of pedagogical reasoning: the Adaptive Subject Pedagogy Model (ASPM) (Morrison-Love & Patrick, 2022). In the first phases of our project, we explored students’ challenges in relating theory to practice and developing pedagogical reasoning using focus groups with students and analysis of course assignments. Continued use of the model showed students improving in their connections across knowledges, but many still struggling with the development of coherent evidence informed pedagogical reasoning. Here, we present findings from our analysis of two in-depth interviews we undertook with students to understand more about how they were reasoning through engagement with the ASPM. During the interviews, student submissions were used as a mediating artefact to help scaffold questioning and discussion. The submissions each capture one full cycle of the ASPM for a topic chosen by that student. Use of student submissions in this way provided a tangible focus to help reveal more of the students underlying thinking. We describe the ASPM before reporting on the insights and reflections of two students who have used it to create evidence informed subject pedagogy. We briefly discuss what these findings suggest about thinking with the ASPM and what our evidence suggests more broadly for our own practice as teacher educators.

• Item Type: Conference Proceedings
• Keywords: Pedagogical reasoning, initial teacher education, adaptive subject pedagogy model, evidence-informed teaching.
• 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; L Education > LB Theory and practice of education > LB2300 Higher Education; L Education > LB Theory and practice of education > LB2361 Curriculum
• College/School: College of Social Sciences > School of Education > Culture, Literacies, Inclusion & Pedagogy
• Research Group: University of Glasgow Educational Assessment Network
• Copyright Holders: Copyright © 2023 David Morrison-Love, Fiona Patrick
• First Published: First published in PATT40 Proceedings