Date of Award
2025
Document Type
Thesis
Publisher
Edith Cowan University
Degree Name
Doctor of Philosophy (Integrated)
School
School of Education
First Supervisor
Nicola Johnson
Second Supervisor
P. John Williams
Abstract
The disparities in practice and beliefs among Design and Technology (D&T) teachers highlight a significant educational issue, as teachers’ beliefs are fundamentally shaped by their personal educational journeys. This study investigated how pre-service teachers in Western Australia navigated their experiences and how these shaped their beliefs about D&T education and practice. Using interpretive phenomenological analysis (IPA) methodology (Smith et. al., 2022) and in-depth semi-structured interviews, this research explored the subjective experiences of 10 pre-service D&T teachers by examining multiple touchpoints, including their schooling, university course, and professional placement experiences. Central to this research is the understanding that teaching beliefs are deeply personal and shaped by individual experiences. Drawing on scholars like Jones and Carter (2007), Pajares (1992), and Calderhead and Robson (1991), the study emphasised how pre-service teachers’ experiences can influence their teaching beliefs and practices. These beliefs are often developed through school experiences and later influenced by university education and professional placements. The literature review shows how rigid these beliefs can be and how they may conflict with the formal education provided by initial teacher education (ITE) programs. It emphasises the significant role mentor teachers play in shaping and changing pre-existing ideas. This study’s findings offer insights into shared and unique experiences among pre-service D&T teachers. It is one of the only studies to apply IPA within this context. Key themes identified include positive school experiences, the practical and hands-on nature of D&T, and the influence of teachers and family, which are all important in shaping teachers’ initial beliefs. Additionally, factors determining why individuals chose to become D&T teachers included identifying teaching as a career, enjoying the practical aspects of D&T, and having a passion for teaching. University experiences highlight the importance of knowledgeable lecturers incorporating hands-on practicals with theoretical knowledge. Curriculum breadth and peer influences were also seen as important. Furthermore, findings illuminated real concerns regarding gender perspectives, particularly the experiences of females in D&T education; an area that requires greater attention. Finally, professional placement experiences were instrumental in shaping beliefs and solidifying practices, with supportive mentorship, student engagement, pedagogical approaches, and a passion for teaching emerging as significant themes. This study’s insights into how beliefs are formed and transformed through various stages of pre-service teachers’ education and professional placements emphasise the need for a well-rounded ITE program that balances traditional skills with modern design thinking, preparing future educators for the evolving demands of D&T education.
DOI
10.25958/trdm-dp44
Access Note
Access to this thesis is embargoed until 25th April 2030
Recommended Citation
Puddicombe, C. (2025). Design and technology in Western Australia: Exploring the journey of pre-service teachers. Edith Cowan University. https://doi.org/10.25958/trdm-dp44