Student Teachers of Technology and Design: Can short periods of STEM-related industrial placement change student perceptions of engineering and technology?

Abstract

This is a report, on a small-scale case study, of a programme of short industrial placements (5 day block) for student teachers of technology and design in Northern Ireland. Such placements increase student awareness and understanding of the nature of Engineering and Technology and therefore better prepare them to teach these subjects, as integral elements of STEM (Science, Technology, Engineering and Mathematics). The aim was to discover if a short period of industrial placement would change student perceptions of industry, engineering and technology. Prior to the placement, undertaken in collaboration with industrial partners, the students revealed preconceived ideas about engineering, technology and industry. During placement students had opportunities to ‘work-shadow’ engineers and technologists and to contest their predetermined views and opinions. This study reveals that previously held views were challenged in terms of definitions contested, roles and function considered, perceptions challenged, and awareness increased.