Enhancing student teachers' design and technology subject knowledge using a situated cognition perspective

The research described in this paper focuses on the learning of primary PGCE students and how this affects their teaching of design and technology in schools. The paper examines how students may be initiated into the professional traditions of designing and making which exist outside schools and colleges. It explores design and technology specialism, students’ beginning to understand how problem solving is dealt with by professional designers and makers in the workplace. Qualitative methodology is used to analyse students’ discussion with professionals and to chart the subsequent shifts in their understanding. Evidence shows how students may begin to view learning as a process of enculturation through shared activities into a community of practice, which can result in them presenting children in school with authentic problems to solve drawing on their ‘knowledge in action’.