Acquiring Design Skills for Teaching - a self-help suggestion

Colin Tipping
1983, Vol. 16, No. 1,

Abstract


In any kind of analysis of complex arrangements like those which constitute Craft Design and Technology Education, it is always easier to show what is wrong than to give clear and singular suggestions for improvement.

In two articles written for this magazine I have tried to show that a great deal of fundamental thinking is still required about what this subject really is and how it ought to be serviced.

The object of this short article, as a follow-up to the other two, is to alert readers to a possible vehicle which might offer CDT teachers the opportunity of pulling their design skills up by their bootstraps. This would be in contrast to waiting for the 'authorities' to provide the means of teacher improvement. I am going to suggest a 'self-help' idea ip this article, and would appreciate some feedback on it. But in order to set this in the context of the issues I raised in the previous two articles, let me briefly summarise these.

The motivation behind them was that I wanted to try and find some plausable reason for what had begun to disappoint me so much; the realisation that Design Education (CDT) was largely failing to get a grip in the schools in spite of the terrific support it received.


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