Teachers' confidence as a factor in addressing cultural diversity within design technology education for young children

This paper presents findings from an ethnographic study of a small number of teachers in one school. The aim was to identify and understand some factors which may affect the ways in which teachers address culturally diverse issues in the classroom at Key Stage One. The approach adopted for the research is one in which teachers and researcher are working as co-researchers, plotting the teachers' professional development. Regular informal interviews provided a profile of teacher experience. The research, undertaken by teachers and myself as co-researchers, initially addressed the issue of teacher confidence. Data indicated teachers were lacking confidence in their own ability to teach design technology. This related to practical, manipulative design and technological skills, and there was perceived deficiency in the knowledge base required for delivering a curriculum which reflected cultural diversity. This lack of confidence was felt to be in part attributable to lack of suitable resource materials. Teacher confidence emerged as the major factor in the lack of engagement in addressing cultural diversity when teaching design technology.