ABSTRACT
This chapter outlines key pedagogical approaches in design and technology. Exploring the transformative nature of the subject and the fundamental activities of ideation, realisation and critique, it identifies four signature pedagogies, designing and making, mainly making, mainly designing and exploring technology and society. The chapter encourages student teachers to critically engage with a range of pedagogical approaches, from demonstration to open-ended design activities, considering the potentially expansive or restrictive nature and impact of their choices. It considers the benefits and limitations of approaches to teaching whole classes, groups and individuals, challenging preconceptions and the use of a limited range of approaches. In addition, the implications for managing the design and technology classroom are explored, including extended projects and the challenges of supporting individuals designing, making and evaluating solutions to design problems. The chapter is underpinned by theory, including direct instruction and scaffolding, asserting that design and technology knowledge (and therefore pedagogy) is action-orientated.
