Background Student teachers can find it difficult to inform their classroom practice with knowledge gained from education theory and research. Working with Design and Technology teacher education students, the authors have developed a model to support integration of knowledge-based thinking in lesson design for classroom practice. Purpose This study explores the use of the Adaptive Subject Pedagogy Model to scaffold knowledge integration across the elements of an undergraduate technology education programme. Sample Twenty-four Design and Technology students from three year-groups took part in the study. Design and methods The study used focus groups to explore student perceptions of using the model, and analysis of student assignments to explore evidence of knowledge integration. Focus group transcripts were analysed inductively using thematic network analysis. Assignments were analysed using a deductive coding framework. Results Students who understood the model as supporting planning for teaching in a broad sense were more likely to find the model helpful than those who saw the model as a lesson planning tool. Students valued the research element of the model for informing practice. Assignments gave mixed evidence of knowledge integration: some assignments showed convincing evidence of this, while others evidenced more partial integration. Conclusion The study indicates that the model can support evidential integration, but that this is a challenging area for student teachers. This may be due to the different forms of knowledge students encounter across the academic and practicum elements of the programme, and/or to programme design if the practicum is not integrated effectively with other programme elements.

Technology Education subjects encompass a diverse range of concepts, ideas and subject content. In our experience, however, student teachers find it challenging to develop the types of evidence-informed pedagogies these necessitate. To be effective in the long term, teacher education must enable students to critically synthesise theory, practice and different forms of knowledge in ways that allow effective subject pedagogy to emerge. Yet this is ambitious. As teacher educators, it requires us to move beyond ideas of simply bridging the theory-practice gap, and away from pedagogical thinking which is led by overly instrumental approaches to lesson planning that can mitigate creativity and omit reasoning. It forces us to think through how we might help students to develop better pedagogical expertise in richer and more considered ways. Here, we present a new andragogical model for teacher education, created as part of the Design & Technology Teacher Education programme at the University of Glasgow, Scotland. The Adaptive Subject Pedagogy Model, or ASPM, is developed from the work of Lee Shulman and draws upon theoretical and empirical understanding from content and pedagogical knowledge for teaching, reflective practice, learning progression and transformation. Rather than viewing pedagogy as generic, the ASPM purposefully promotes curriculum driven pedagogy and does not privilege published evidence over expertise. Specifically, the ASPM asks students to: • Identify an area or topic for learning in the Technologies curriculum and the pupils who would be learning. • Explicitly represent and explain the subject matter in that topic. • Reflect upon their own experience of both teaching and learning the subject matter. • Critically investigate the evidence-base. • Synthesise the understanding gained from these elements to form a pedagogical approach for the topic which students could then draw upon when planning different lessons. The model is being co-developed by staff and students using an iterative and participatory methodology. Empirical data is gathered at key points in the process using focus groups, student evaluations, and the written submissions of students form their use of the ASPM in their own learning. The data reported on here were analysed using thematic networks analysis (Attride-Stirling, 2001: https://doi.org/10.1177/146879410100100307). Findings show that the ASPM has potential in helping students to organise and connect their thinking and, for some students, revealed a deeper level of pedagogical reasoning than was previously seen. For some students, the model enabled them to create pedagogical approaches that were both evidence-informed and unique to them. Overall, students found the model helpful, but intellectually challenging. They appreciated the research element, but some students found it to be more effective if they had the chance to reflect beforehand, and this led to the model being altered. By reflecting first, it meant that some of their personal theories could be challenged or more fully understood. The ASPM required a slower pace of learning to allow for deeper engagement by the students. Those who found it most helpful viewed it as something to inform lesson creation, whilst those who were more doubtful viewed as something for planning lessons.

The aim of this research project is to co-create and evaluate an approach to lesson design in the Teacher Education (Technologies) curriculum with students to support the development of knowledge required to create and teach effect lessons in Technology Education. Morrison-Love has developed the Adaptive Subject Pedagogy Model to support students to create research-informed subject-specific lessons for teaching in schools. As part of the model, engagement with research literature and theory, as well as reflection on professional learning is central. Students on the BTechEd degree programme have been invited to participate in four interrelated dimensions of data-collection: interviews relating to school experience de-brief case studies, participatory development focus groups to better understand student experiences of professional development, focus groups to evaluate the use of the ASPM, and exploration of assignment responses in the Teacher Education Technology course where students have to design a lesson and justify the approach to content and pedagogy. Data will be analysed within and across strands using inductive thematic analysis (Braun and Clarke, 2006) to explore the extent to which integration of content and pedagogic knowledge has been supported or otherwise by the ASPM.

This paper describes a participatory online culture – Connected Learning Massive Open Online Collaboration (CLMOOC) – and asks how its ethos of reciprocity and creative playfulness occurs. By analysing Twitter interactions over a four-week period, we conclude that this is due to the supportive nature of participants, who describe themselves as belonging to, or connected with, the community. We suggest that Gee’s concept of an affinity space is an appropriate model for CLMOOC and ask how this might be replicated in a higher education setting.

STEM (Science, Technology, Engineering, and Mathematics) areas are integral content disciplines in all economies. Although most countries have and continue to ensure quality science (S) and Mathematics (M) education for primary (elementary) and secondary school students, the technology (T) and engineering (E) content areas tend not to be regarded as core to national curricula in the same way that science and mathematics are regarded as essential. This article discusses efforts in various countries to better promote and integrate Technology and Engineering Education (TEE) in schools. This paper highlights common themes and argues that we can learn from each other’s efforts in TEE. We argue that dialogue across nations can help us to build international STEM education collaboration networks, better understand the nature of STEM and how to better engage pupils and students in STEM subjects, and work towards gaining inputs to national TEE policy that can leverage positive change.

The issue of the workload, increased demands and the incidence of stress among teachers are key concerns for schools leaders who have to manage staff effectively to ensure good quality pupil learning experiences. Policy developments in Scotland with regard the teaching profession since the Teachers' Agreement (SE 2001) have underlined the primary role of teachers in teaching and learning but this was to be enhanced through a clear commitment to continuing professional development and contributions to the wider development agenda of the school. Alongside this has been increased expectations regarding pupil learning. The reformed curriculum, Curriculum for Excellence (SE 2004, 2006) emphasizes the need for schools to ensure achievement of all pupils but also be concerned for the holistic development and wider well-being of all pupils. School leaders are faced with considerable challenges as they seek to ensure that these increased expectations on schools are being realised and at the same time in their management of teachers must exercise a duty of care towards their well-being. In addition, school leaders need to be able to balance their own workload and not to succumb to the all-consuming demands of headship that Gronn (2003) reported on. This chapter draws from research conducted in Scotland over the last eight years to consider issues related to managing workloads, firstly, from a study of teachers' working time (Menter et al., 2006) and secondly from a study of the experiences of headship, (MacBeath et al., 2009). These studies provide different perspectives: that of teachers and that of school leaders.

In recent years, there has been a shift in terminology used to describe gift and talent. This has resulted in widespread adoption of the term high ability to describe more able pupils. This shift has promoted a more inclusive ethos in terms of the concept of encouraging talent development, but it has also highlighted tensions between teachers’ more inclusive approaches to nurturing talent and the concept of identifying talent. This issue is particularly relevant to music teaching where musical ability is often identified through specific aptitude tests. This article discusses a small-scale study that explored the perceptions of music teachers and instructors (n = 35) about musical ability and how it might best be nurtured in school pupils and conservatoire students. By comparing the views of participants with findings from the research literature, it is suggested that musical ability should be developed by taking an inclusive approach to music learning, focusing on providing enriching music activities for all children.

Education and human capital development are seen by the government of Saudi Arabia as vital to the aim of gaining knowledge economy status. Although financial investment has been evident in education and human capital development in Saudi Arabia for many years, knowledge acquisition, production, and diffusion remain problematic. The strategy that underpins the shift to a knowledge economy is based on the assumption drawn from human capital theory that education can transform individual productivity and therefore promote economic development. However, the links between education and economic growth are not as linear as this framing of education suggests, but depend on complex social processes. Within these processes, individual understandings of knowledge and knowledge creation are crucial. The implications of this for Saudi Arabia are discussed with reference to the work of Knorr Cetina (2007) on knowledge cultures and David and Foray (2002) on knowledge communities. A transition to a knowledge economy is more likely to occur when cultural and social conditions enable the development of knowledge cultures and knowledge communities.

This paper discusses research conducted to explore student perceptions of problem based learning (PBL) as used in a concurrent degree programme of primary teacher education in Scotland. The research sought to understand the extent to which problem-based learning supported students to make links between educational theory and professional practice. This was of particular interest given that a theory-practice divide is attested to in the literature on initial teacher education. The study concludes that the majority of the students who took part in the research perceive that PBL enables them to make links between theory and practice. However the construction of the PBL scenarios is important in supporting them to do this, as is the reflexive aspect of the PBL approach.

Neoliberalism is now a globalised agenda that underpins educational strategy and policy in many nations. The evolution of the concept of the knowledge economy and of the knowledge worker has been allied to the rise of neoliberalism as an end with respect to educational processes. This review article considers the ways in which constructs of the knowledge economy within a neoliberal agenda have given rise to specific discourses and conceptualisations of educational outcomes and aims. In particular, the value of knowledge and learning within neoliberal constructions of education will be discussed. The positioning within these constructions of the learner as a reification of economic capital will also be explored. This paper argues for a reconsideration of the purposes of education if the commodified self is to be resisted.

This paper reviews early findings of a small scale study of the extent to which teacher educators have consciously evolved identities as teacher educators (rather than teachers) after their move from schools into higher education.

The role of perceived self-efficacy is important to human social development and to learning in general, but how it relates to music talent development is not well understood. This article explores the concept of perceived self-efficacy as it relates to the development of musical talent by considering what is meant by the concepts of high ability in music and self-efficacy, and by discussing the results of interviews with successful professional musicians. The interview data suggest the need for four aspects of self-efficacy to be present in order to fully develop talent: individual judgement of capability; a belief that outcomes are tied to individual actions; self-regulation of activities related to learning; and persistence in the face of difficulties. The implications of this for music teaching are also discussed.

This article reports the findings of data drawn from doctoral research on the extent to which recent changes in vocational training have addressed a perceived skills gap between the needs of private sector employers and potential workers in Saudi Arabia. While the Saudi government has made efforts to enhance the quality of vocational education, and has an ongoing policy of Saudisation to try to encourage employment of Saudi workers rather than expatriates, this study presents evidence that suggests a skills gap still exists. The findings highlight a perception among private sector employers that technical education fails to offer Saudi students sufficient vocational training to teach them the level of skills and attitudes to work that the employers require. The perceived skills gap centres on three factors: work ethics, specialised knowledge and generic skills.