The courses share similar aims; for example:
- to help teachers develop their view of the nature of design and technology in the world;
- to help teachers develop their personal rationale for including design and technology in their children’s learning experiences;
-to give teachers personal practical experience of a technological design task; and to allow them to reflect on their own children’s experience of such activities;
- to provide teachers with the basis for developing learning experiences in design and technology with their own children; through reflecting on their own classroom practice and the work of others.
Although both courses could be studied by a teacher in isolation; in practice the materials are used in schools in conjunction with teacher colleagues. For example; E626 is a so called ’designated course’. Groups of primary teachers are funded to study the open learning material as part of a longer course offered by a Local Education Authority (LEA) which includes face-to-face and handson sessions. The University appoints the LEA tutor and is responsible for overall quality assurance procedures. In this way the benefits of supported self-study can be merged with the need for communal practical work in a mode of teacher education that ensures the school is the locus for action; reflection and assessment.
PATT 1996. Proceedings from the conference "Pupils Attitude Towards Technology"
Banks; F. (1996). The Development of â€śPedagogical Content Knowledgeâ€ś During Initial Technology Teacher Education Paper presented at the second Jerusalem International Science and Technology Conference; Jerusalem; January 1996.
Banks; F.; Bourdillon; H.; Leach; J.; Manning; P.; Moon; R. & Swarbrick; A. (1995). Knowledge; School Knowledge and Pedagogy: Defining an Agenda for Teacher Education; Paper presented at the first meeting of the European Educational Research Association; Bath UK.; September 1995
Department for Education (DFE) (1992). Circular 9/92: Initial Teacher Training (Secondary Phase); London: DFE.
Department for Education/Welsh Office (DfE/WO) (1995) Design and Technology in the National Curriculum; London: HMSO.
Grossman; P. L.; Wilson; S.M.; & Shulman; L. S. (1989). â€™Teachers of Substance: Subject Matter Knowledge for Teachingâ€™ in M. C. Reynolds; (ed.); Knowledge Base for the Beginning Teacher; Oxford: Pergamon Press.
McDiarmid; G.; Ball; D. L.; & Anderson; C. W. (1989) â€™Why Staying One Chapter Ahead Doesnâ€™t Really Work: Subject-Specific Pedagogy.â€™ in M. C. Reynolds (ed.); Knowledge Base for the Beginning Teacher; Oxford: Pergamon Press.
McNamara; D. (1991). â€™Subject Knowledge and its Application: problems and possibilities for teacher educatorsâ€™; Journal of Education for Teaching; 17 (2); 113â€“128.
Open University (1994) Teaching in Primary Schools: Primary Module 11 Technology; Milton Keynes: The Open University.
Shulman; L. S. (1986) â€™Those who understand: knowledge growth in teachingâ€™; Educational Research Review; 57 (1).
Shulman; L.S.; & Sykes; G. (1986).A national board for teaching? In search of a bold standard. A report for the task force on teaching as a profession; New York: Carnegie Corporation.