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Reading: Confidence! Its Role in the Creative Teaching and Learning of Design and Technology

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Confidence! Its Role in the Creative Teaching and Learning of Design and Technology

Author:

Trevor Davies

University of Reading, GB
About Trevor

With the School of Education, University of Reading, Bulmershe Court, Earley, Reading Berks, England.

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Abstract

There are many factors that contribute to anxieties when teaching design and technology. The teachers in this study were insecure about their under- standing of creativity and their ability to exercise it even though they have views about its nature. They were unsure about certain aspects of their professional roles and realized a degree of role conflict between the interests of their department and their relationships with students. Insecurities did not usually surface and were normally screened by outward displays of professional confidence. Teachers are not universally multi-skilled in all areas of the subject and are most confident supporting work with which they are most familiar through their personal expertise. They know that it is important to keep their knowledge and skills updated and relevant to student needs and interests and are frustrated because of the difficulty in doing this.

How to Cite: Davies, T. (2000). Confidence! Its Role in the Creative Teaching and Learning of Design and Technology. Journal of Technology Education, 12(1), 18–31. DOI: http://doi.org/10.21061/jte.v12i1.a.2
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Published on 22 Sep 2000.
Peer Reviewed

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