How can teacher preparation in England within D&T minimise further decline of the subject?

Abstract

This article discusses one part of the data from a larger research project that sought to identify factors that secondary school teachers of design and technology (D&T) in England felt may have contributed to the decline in entries at GCSE level within the subject. This study was designed to ensure the teacher's voice could be heard. Research was conducted in two parts, interviews and focus groups followed by an online survey, the first part provided qualitative and the second quantitative data. Questions within the online survey were informed by the qualitative data collection of part one. This article focuses on the findings from a specific question within part two of this data - the online survey. The factors indicated by the teachers within the survey are discussed in the findings section of this paper. The teachers’ responses were organised into four categories: (1) macro level - external, national influences; (2) meso – school level; (3) micro – classroom influences, and (4) nano – individual level.  Analysis of the teachers’ responses indicated that the most noteworthy factor was the English Baccalaureate (EBacc), a government-imposed performance measure and influences from parents, the first at the macro level the second on the nano level. The least noteworthy factor was that more suitable examinations were available for upper secondary school pupils.  It is hoped that this research will prompt professional dialogue regarding the decline of D&T entries at a macro, meso, micro and nano level and that subsequent action can be considered. Although conducted within England, this research prompts critical thinking that may help review educational practice internationally.