Teacher Knowledge and Understanding of Design and Technology for Children in the 3-11 Age Group: A Study Focusing on Aspects of Structures.

Teacher background knowledge and understanding has probably been an issue for providers of initial as well as in-service teacher education for as long as teachers have been formally prepared for their profession (Bennett, Summers, & Askew, 1994; Reynolds, 1989). In the UK a wealth of training documentation concerning background knowledge for teachers underpins this concern (Department for Education and Employment, 1998). The issue of teacher background knowledge in curriculum areas such as science and technology is an intense one. Matters such as teacher confidence and perceptions of a relevant knowledge base (Holroyd & Harlen 1996; Kruger, Palacio, & Summers, 1990) and the sheer pace of change in our technological and scientific environment, serve to challenge all existing and intending teachers (Rannikmäe, 1998).