An analysis of a developing partnership between ITE and schools in the training of secondary D&T teachers

The paper outlines a piece of small scale research evaluating the design of the Post Graduate Certificate in Education (PGCE) Secondary Technology Course for Initial Teacher Education (ITE) at Roehampton Institute, London (RIL). There are two aims of this study: to consider past developments of the PGCE Secondary Technology course at RIL and secondly, to identify and recommend future course modifications. The rationale for the initial establishment of the course is explored through an examination of recent developments, including an increasing partnership between schools and Higher Education (HE). The research includes an analysis of the subject areas, backgrounds and course evaluations of PGCE Secondary Technology students at RIL from 1992 to 1996, to identify their views on the course and their perceived need for changes. This is followed by an analysis of questionnaires sent to heads of departments and subject professional tutors, working in schools with students as part of the partnership between schools and RIL. Issues explored relate to the number of specialisms expected of a newly qualified teacher (NQT), aspects of design and technology in the RIL course, industrial experience, general weaknesses in an NQT holding a PGCE, strengths of the RIL course and suggested changes for the future. The teachers are then asked to comment on an increased shared responsibility and partnership with RIL