Abstract
This study examines the curriculum directions being charted by a sample of county secondary school design and technology teachers in England and Wales. The purposes of design and technology are analysed, and the syllabuses and examinations used reviewed, together with how design folios are incorporated into teaching. In addition, teacher reports on student-teacher classroom performance, and student-teacher evaluations of their teaching practice experiences are analysed. It was found that teacher perceptions are highly pragmatic and technical, with the pupils‘ intended learning outcomes largely being defined instrumentally in terms of product output rather than in design process terms. A disjunction is found between the statutory Order on Design and Technology and its implementation, with many teachers ’constructing‘ their design and technology education programmes within a ’craft paradigm‘. The discussion offers possible explanations for this and concludes that it has as much to do with the perceived status of Design and Technology as a school subject as with a ’product – process‘ debate.
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Mittell, I., Penny, A. Teacher Perceptions of Design and Technology: A Study of Disjunction between Policy and Practice. International Journal of Technology and Design Education 7, 279–293 (1997). https://doi.org/10.1023/A:1008836605181
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DOI: https://doi.org/10.1023/A:1008836605181