2023/03/31 by Alan Cross, Cross, Alan
Agricultural and Biological Sciences · Social Sciences · #Design and Technology #Diverse Educational Innovations Studies #Education and Technology Integration #Educational Environments and Student Outcomes #Learning #Primary #Pupil autonomy #Teacher direction #Teaching methods
paper · doi:10.24377/dteij.article1126
openalex publication_date 2023/03/31 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/01
This paper illustrates actions and behaviours employed by English primary school teachers in teaching design and technology in the present context of the statutory National Curriculum framework for primary design and technology. It considers perspectives relating to general pedagogy, teacher activity and the possible contribution of learning theory and factors which influence choice of teaching methods. A number of sources of evidence are utilised including school inspection reports, teacher interviews and lesson observation. Two contrasting lessons, which illustrate some of the tensions faced by teachers, are considered and aspects of relevant statutory and non-statutory curriculum and guidance documents are explored. Based on a small nonrepresentative sample this research sought to illustrate and explore teaching activity, a larger sample would be required to confirm the findings. A source of tension is identified in that teachers are charged with delivering specified knowledge and skill based outcomes, whilst at the same time developing pupil creativity. Suggestions of alternative approaches to the categorisation of teaching methods, including a form of taxonomy of primary design and technology methods, are made.