P003

Bring it on… I am ready to teach! Identifying the Professional knowledge of beginning Design and Technology teachers!

Denise MacGregor

University of South Australia

Abstract

For the last two decades there has been considerable academic research (Gossman, Wilson & Shulman, 1989; McNamara, 1991) into the forms of knowledge and skills that teachers, including beginning Design and Technology teachers (Leach & Banks, 1996; Moon & Banks, 1996; Banks & Barlex, 2000) require to perform their role. However, there has been limited research into the knowledge and skills that beginning Design and Technology teachers themselves, believe will be required to enable them to effectively and sustainably perform their role as they commence teaching.

This paper reports on the findings of one aspect of a doctoral study that examined the influences that shaped the professional identity of beginning Design and Technology teachers. Adopting a narrative inquiry approach, this qualitative research aims to provide insights into the content and pedagogical knowledge that pre-service teachers believe facilitates their professional identification as a Design and Technology educator. 

It is anticipated that the findings of this study and the larger longitudinal research will support the development of a greater understanding of beginning Design and Technology teacher identity as connected to pre-service teacher education and in-service teacher practice, a gap that has been recognised internationally as well as locally.

Intended Audience

Academics, in-service and pre-service teachers.

Biographical Information

University of South Australia, Program Director, Bachelor of Education, Design and Technology Education. Research Interests include; pre-service teacher transition, professional identity, professional experience community based project learning, and educational equity.