[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600698-105":59,"doc-detail-600698-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","whats-dt-for-research-abstract","What’s D&T For? - Research Abstract","","Design and Technology (D&T) is framed through the central notion of “value,” yet values operate in two distinct ways: how they are taught and learned to support judgments in D&T lessons, and how they are developed in pupils through studying D&T. Using a grounded-theory coded method, the study compares how trainee D&T teachers and D&T academics value the subject, generating twenty-two values. Results show many similarities and a few differences, implying trainees may view D&T as less about design process or meeting others’ needs, despite academic emphasis.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/whats-dt-for-research-abstract/600698/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/whats-dt-for-research-abstract/600698.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What two ways are values defined in D&T?","Question",{"text":112,"@type":113},"Values are defined both by how they are taught and learned in D&T to support judgments, and by how pupils develop values as a result of studying D&T.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study compare trainee teachers and D&T academics?",{"text":117,"@type":113},"It analyzes opinions from trainee D&T teachers and D&T academics using a grounded-theory coded method, producing a series of twenty-two values for comparison.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the results suggest about differences between the two stakeholder groups?",{"text":121,"@type":113},"The groups share many similarities, but trainees show fewer beliefs that D&T is primarily about designing or identifying others’ needs—values highlighted as central by academics.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600698,1792190212,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","What’s D&T For? Gathering and Comparing the Values of Design and Technology Academics and Trainee Teachers  \nAlison Hardy, Nottingham Trent University  \nRESEARCH  \n10  \nAbstract  \nSome who read and research about Design & Technology (D&T) would say that the concept of value is key to understanding and defining D&T. Closer inspection reveals though that there are two ways in which values are defined in D&T: how values are taught and learnt about in D&T to use them to make judgments in D&T lessons, and also how values are developed in pupils as a result of studying D&T. Layton’s seminal keynote speech is the notable exception to these two classifications. In 1992 he shared anew perspective of values and D&T: how different stakeholders value the school subject D&T (1992a) .  \nThe work presented here builds on Layton’s ‘new’perspective and compares how two D&T stakeholder groups value D&T. The opinions of trainee D&T teachers and D&T academics, both directly affected by these changes were analysed using a grounded theory coded method. This resulted in a series of twenty-two values that facilitated comparison of the two group’s values. Further analysis revealed there were many similarities between the two groups, and only a few differences. However these differences showed the trainees did not believe D&T can be about the process of designing or identifying the needs of others, both values central to the original purpose of D&T in England and recognised by the academics.  \nOne implication for this, as schools take more ownership of teacher training, is that the value of D&T is likely to move further away from the D&T academics’ influence and be based upon the ‘spontaneous’ (Dow 2014, p. 151) values developed through classroom practice with little reference to external opinion.  \nFuture work could widen the scope of the research, incorporating the values of other stakeholder groups into the values series and hence become a new tool to support the development of design and technology education, which hopefully will benefit others as they reflect on why they teach, research or use D&T.  \nKey words  \nvalue, design, technology, values, National Curriculum, stakeholders  \nIntroduction  \n‘Why do we teach design and technology?’ seems a simple opening question to ask new trainee teachers, but it is less straightforward to answer. The changing nature of the  \nsubject as defined by national curricula, its subsequent interpretation by trainees and D&T teachers, and the espoused values in articles written by renowned D&T academics presents to the wider world a confused picture of the value of D&T (Hardy 2013, Wright 2008) . Furthermore this process of clarifying, delivering and interpreting D&T is cyclical. New curriculum impacts on new classroom interpretations leading to new research, which has consequences – one of which maybe the cycle itself. A new curriculum proposal for D&T in English primary and secondary schools (Department of Education 2013a) revealed the confusion some people have about the purpose of D&T. As schools are now the primary leaders of teacher training in England this timely research compareshow two stakeholder groups value D&T, aiming to provide some insight into why they have these values and the consequences of holding them.  \nThere are five parts to this paper: context, method, method of analysis, results and discussion. Firstly the context discusses why this research is needed. The second section explains the method used to select the participants and how the data were collected. In the third section the method of analysis is explained in detail. As values are a subjective, qualitative phenomenon and how they have been mined from the data is central to the discussion the results arepresented in two formats: ranking the values within the two participant groups and comparing the two group’s values; their similarities and differences. The discussion section presents suggestions for why these similarities and difference","cbCailJtJ3wC8722","https://ap.wps.com/l/cbCailJtJ3wC8722","pdf",147635,12,"English","# Abstract\n# Introduction\n# Context\n## Values and Design and Technology Education","[{\"question\":\"What two ways are values defined in D\\u0026T?\",\"answer\":\"Values are defined both by how they are taught and learned in D\\u0026T to support judgments, and by how pupils develop values as a result of studying D\\u0026T.\"},{\"question\":\"How does the study compare trainee teachers and D\\u0026T academics?\",\"answer\":\"It analyzes opinions from trainee D\\u0026T teachers and D\\u0026T academics using a grounded-theory coded method, producing a series of twenty-two values for comparison.\"},{\"question\":\"What do the results suggest about differences between the two stakeholder groups?\",\"answer\":\"The groups share many similarities, but trainees show fewer beliefs that D\\u0026T is primarily about designing or identifying others’ needs—values highlighted as central by academics.\"}]","What’s D&T For? - Research Abstract | PDF",1792091206]