Published: 2012-06-18
ISBN: 978-91-7519-849-1
ISSN: 1650-3686 (print), 1650-3740 (online)
End of module evaluations from Primary Education trainee teachers in an English university indicate that many trainees lack confidence in supervising practical activities within the classroom. This initial
This paper presents some initial findings from a small scale study undertaken in June 2011 with students from a first year of a Primary Education undergraduate course based in an English university. The findings from this initial study originated from a design challenge day; when the trainees were asked to work with 60 eleven years old pupils and act as mentors to small groups of pupils. The pupils were asked to adopt a design process inspired by design engineers at Dyson and designed and made design prototypes for a new product using air. The data collection methods used were questionnaires with trainees; photographs of pupil outcomes; observations during the day and trainees’ reflective diaries.
The evidence suggests that the trainees encountered a number of creativity inhibitors during the day (Fasciato and Rogers 2005) and these were centred on supporting dynamics of pupil groups; risk taking and collaborative interaction.
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