Drawing on the work of Lee Shulman, this article reviews literature exploring the concept of signature pedagogies, which are described as having have surface, deep and implicit structures. These structures are complex and changing; concerned with habits of head, hand and heart. Emerging from professional education and now being explored in STEM and Humanities education, they are characteristic forms of teaching and learning that are common across a sector. Common themes emerge from within a range of disciplines including art, built environment, design, music, religious, social work and teacher education. These include the roles of the curriculum, the teacher, the learning environment, as well as capability, uncertainty and the challenges associated with signature pedagogies. Focusing on literature from design education, the paper explores the nature of signature pedagogy in design and technology, as a tool for professional discourse. The conclusions propose a discursive framework for design and technology education in which the structures are tied together by the three fundamental activities of ideating, realising and critiquing; more commonly thought of as designing, making and evaluating. The deep structure being project-based learning, undergirded by the implicit values and attitudes associated with design thinking; including collaboration, creativity, empathy, iteration and problem solving. Design and technology education has something unique to offer the broad and balanced curriculum through its signature pedagogies and the way that knowledge is experienced by learners.

本文以李·舒尔曼（Lee Shulman）的著作为参考，回顾了探讨签名教学法概念的文献，这些方法被描述为具有表面，深层和隐式结构。这些结构是复杂且不断变化的；关注头部，手部和心脏的习惯。它们源于专业教育，现在在STEM和人文教育中得到探索，它们是跨部门通用的典型教学形式。共同主题来自一系列学科，包括艺术，建筑环境，设计，音乐，宗教，社会工作和教师教育。这些包括课程的角色，教师，学习环境以及能力，不确定性以及与签名教学法相关的挑战。专注于设计教育方面的文学作品，本文探讨了设计和技术中签名教学法的本质，将其作为专业论述的工具。结论为设计和技术教育提出了一种话语框架，其中构架由思想，实现和批判的三个基本活动联系在一起；通常被认为是设计，制作和评估。深入的结构是基于项目的学习，并具有与设计思维相关的内在价值和态度。包括协作，创造力，同理心，迭代和解决问题。设计和技术教育具有独特之处，可以通过其独特的教学法和学习者体验知识的方式来提供广泛而均衡的课程。结论为设计和技术教育提出了一种话语框架，其中构架由思想，实现和批判的三个基本活动联系在一起；通常被认为是设计，制作和评估。深入的结构是基于项目的学习，并具有与设计思维相关的内在价值和态度。包括协作，创造力，同理心，迭代和解决问题。设计和技术教育具有独特之处，可以通过其独特的教学法和学习者体验知识的方式来提供广泛而均衡的课程。结论为设计和技术教育提出了一种话语框架，其中构架由思想，实现和批判的三个基本活动联系在一起；通常被认为是设计，制作和评估。深入的结构是基于项目的学习，并具有与设计思维相关的内在价值和态度。包括协作，创造力，同理心，迭代和解决问题。设计和技术教育具有独特之处，可以通过其独特的教学法和学习者体验知识的方式来提供广泛而均衡的课程。通常被认为是设计，制作和评估。深入的结构是基于项目的学习，并具有与设计思维相关的内在价值和态度。包括协作，创造力，同理心，迭代和解决问题。设计和技术教育具有独特之处，可以通过其独特的教学法和学习者体验知识的方式来提供广泛而均衡的课程。通常被认为是设计，制作和评估。深入的结构是基于项目的学习，并具有与设计思维相关的内在价值和态度。包括协作，创造力，同理心，迭代和解决问题。设计和技术教育具有独特之处，可以通过其独特的教学法和学习者体验知识的方式来提供广泛而均衡的课程。