Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
1121835 | Procedia - Social and Behavioral Sciences | 2012 | 13 Pages |
Abstract
During the 1980s there was a paradigm shift in technology education within the English secondary school curriculum, resulting in a series of National Curriculum iterations with Design and Technology (D&T) emerging in the mid 1990s. School inspection and academic discourse has identified the relative weakness of the teaching of design in comparison with making. This paper is presented as a personal narrative of the teaching of design, within a qualitative and interpretive paradigm. The findings highlight the challenges for D&T practitioners in their role as teachers of design, examining the nature of design education and how design concepts are framed.
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