It takes a village: The value of partnership working in design and technology teacher education

This paper discusses the rationale for one Teacher Education Institute engaging with a variety of partners when working with Design and Technology student teachers. Scottish education policy guidelines promote the benefits of partnership working and interdisciplinary learning and yet there appears to be little empirical evidence to suggest that policy is based on research. It seems it is a ‘good idea’ and has advantages for all those involved. This paper does not purport to address this lack of research evidence. It does, however, intend to examine the perceived worth of partnership initiatives undertaken in the context of Design and Technology teacher education at the University of Edinburgh. The approach to the review adopts a phenomenological approach and examines the perceived value of partnership through the critical lens of current and past Design and Technology student teachers, the partnership agencies, and the university staff who evaluated the projects and discussed the issues encountered.