While not always considered in day-to-day classroom activities, research in teaching practice is essential for advancing the educational experience. It plays a vital role in adapting pedagogies to the changing demands on young people. This holds across subject boundaries but is especially true for Design and Technology (D&T). While this unique subject has close ties to other subjects, and often draws on them, it is a vital component of every child’s general education in its own right. In terms of preparing young people for the future, D&T offers strong routes through to careers, higher education and vocational courses. Yet there is waning emphasis on D&T in the curriculum.
To tackle this contradiction, a few years ago, colleagues and I developed a Knowledge Exchange pilot to build research capacity and engagement in design and technology education (BRACE). The project helped teachers conduct research that would benefit practice on the ground. Ultimately, we wanted to improve student outcomes and reassert the perception of D&T as an essential subject for all children. With generous support from Edge, our participating teachers presented their research virtually at the 39th Pupil’s Attitudes Towards Technology Conference (PATT39) in Newfoundland in 2022.
The pilot began with five teachers, with more now involved. Many have pursued their research further, with some having their papers published in Design and Technology Education: An International Journal.
One of our participants is now even studying for a doctorate alongside her role as Head of Department at her school, and we have another due to start later this year. We’ve also created a new website where D&T teachers can find current and topical research about D&T. These outcomes alone are more than we could have hoped for.
However, the project has also taught us that building research capacity is just the start. Many of the amazing teachers we’ve worked with have remained committed, pushing forward the issue of research in D&T. They are now pursuing their own goals while helping organise and present at events like the PATT 40 conference, which took place in Liverpool last November.
All this activity has shown us that there is an appetite for cultivating the next generation of leaders. The Talking D&T podcast, which I host, is also helping raise awareness of our work. The podcast is popular with educators. Its 140 episodes have had 37,000 downloads to date – a significant achievement for such a niche subject area. Teachers can listen in the car without setting aside extra time from their schedules to read lengthy papers. Feedback has been very encouraging. Teachers enjoy hearing about research, although many admit that they didn't realise there was any research in this field. Others are inspired to get involved. But alongside this, we’re also hearing that they lack the time or skills to do so. This has inspired us to think creatively about how to better support them.
One small step we’ve taken is to feature more practising teachers on the podcast. The most recent episodes include teachers discussing work they presented or a paper they found interesting at PATT 40. But we are also encouraging teachers to outline the practical aspects of conducting research in a way that minimises extra work.
Of course, the podcast isn’t just about flexing what we know. The aim is to build a community of practice. Ultimately, we want more teacher researchers in the classroom, which means emphasising the possibility of integrating research into their day job. For instance, many teachers don't realise that it's not necessary to write up their work. It’s great if they do, but if not, it can still benefit their practice, which is the point. To support this, I’m currently producing an instructional guide for D&T teachers outlining the practicalities.
Another giant leap forward is the launch of the new Archer Exchange at Nottingham Institute of Education. This brings together D&T teachers, curriculum developers, school leaders, education providers, and national and international organisations that are interested in developing D&T education. The aim is to shape the subject for the modern day through consultancy, training, research and evaluation. Later this year we will also be launching a new online community space where D&T teachers can collaborate, share best practices and be part of a supportive network.
I'll be the first to admit that the D&T community is not large. But you’d struggle to find a group of professionals more passionate about their subject. By inspiring and upskilling educators – through conferences and events, the podcast, support resources, and now the Archer Exchange – we are nurturing a growing and sustainable network of future leaders.
Last year, I was promoted to Associate Professor. I mention this because this is a teaching and practice associate professorship. In short, practice lies at the heart of this important work. Everything we do in this field is about helping others improve. Research should not place academia in an ivory tower but bridge theory with hands-on application. If it doesn’t have a real-world impact, then why bother?
Since Edge supported the Knowledge Exchange Pilot, the evolution we’ve seen is staggering. Like ripples through water, the impact of that early support – from Edge and others – has already left an impressive legacy. I can’t say for certain where this journey will lead, but I’m certainly looking forward to finding out.
Dr Alison Hardy is an Associate Professor at Nottingham Institute of Education. She is also the host of the Talking D&T podcast.
