The perspective of an ITD teacher in the junior secondary classroom: A case study of teacher and curriculum transition.

This collaborative paper celebrates teacher learning from action research in a secondary school. It tracks a shift in mindset by a Queensland teacher as he addressed challenges of disciplinary literacies, as the Manual Arts teacher, as well as the pedagogies of a design process. His personal chronological narrative, framed by explanatory contextual details, provides both authentic reflective thinking about practice and classroom-based evidence of pedagogical practices. What the narrative provides is an understanding of the complex transitional challenges for teachers in facilitating junior secondary student learning in the specialist subject, Industrial Technology and Design. It reveals the complexity of problem-solving literacies and disciplinary literacies, the latter inclusive of hand skills, materials knowledge and manipulation of electronic sources, that characterise middle school transition in this subject. [ABSTRACT FROM AUTHOR]