ABSTRACT
This chapter shows that the current professional standards for teachers in England require that beginning teachers demonstrate a high level of subject knowledge and pedagogy, including keeping up to date with developments – particularly relevant to the rapid changing nature of technology that affects the design and technology (D&T) curriculum. It focuses on the tricky topic of teacher knowledge in D&T, how to help beginning teachers analyse and develop it, during initial teacher education (ITE) and early career development. Issues with teaching may appear to be due to limited subject knowledge, but in reality be more to do with planning appropriate sequences of learning, focused on clear learning outcomes and supported by appropriate teaching and learning methods. The chapter explores to help new D&T teachers to analyse and develop knowledge and understanding in design and technology.
