A survey of the effectiveness of in-service courses for teachers of primary school design and technology in England

Clare Benson
University of Central England, England

Di Wiggins
University of Central England, England

Rob Johnsey
University of Warwickm, England

Ladda ner artikelhttp://www.ep.liu.se/ecp_article/index.en.aspx?issue=005;article=02

Ingår i: PATT 1996. Proceedings from the conference "Pupils Attitude Towards Technology"

Linköping Electronic Conference Proceedings 5:2, s. 15-25

Linköping Electronic Articles in Computer and Information Science :2, s. 15-25

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Publicerad: 2001-01-19


ISSN: 1650-3686 (tryckt), 1650-3740 (online)


With the introduction in 1990; of the National Curriculum for design and technology in primary schools in England and Wales; the need for In-service training for practicing teachers became imperative. Initially Local Education Authorities were the main providers of twilight and day courses for teachers. It soon became apparent that a more structured approach to In-service work was required and Government funding became available for longer courses (up to 20 days) aimed primarily at co-ordinators of design and technology. These courses were to provide opportunities for teachers to develop background knowledge and understanding; practical capability; generic coordinating skills and strategies for whole school planning and classroom implementation. A small scale pilot study to evaluate the effectiveness of these courses has been carried out at the University of Warwick and the University of Central England. The categories of enquiry focused on the perceptions of changes in the practice of the course participants; their colleagues and to the staff as a whole. Additional enquiry was made into changes affecting resources and the scope and range of support for design and technology following the course. An initial trial; using both questionnaire and interview techniques; was used to clarify the key aspects of the investigation and modes of enquiry. The pilot was then initiated using four cohorts of teachers who had attended the courses in 1993-94.

Analysis of the data has made possible comparison of the effects of course length and structure on the perceptions of changes to design and technology practice in the schools which were surveyed. The paper will explore the emerging patterns in these changes and suggest ways in which the findings may influence the planning and delivery of future courses and the nature of In-service provision for design and technology.


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Design and Technology Association; (1995) A Survey of Capitation Allowances; Resources and INSET Needs for Design and Technology in Primary and Secondary Schools in 1994/5 - DATA research paper No. 3; DATA

Harland; J. and Kinder; K. (1992) Mathematics and Science Courses for Primary Teachers: Lessons for the Future; National Foundation for Educational Research.

Clare Benson; Rob Johnsey; Di Wiggins March 1996.

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