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The study was sponsored by the professional Association of Design and Technology Education and conducted by its Design and Technology Research Steering Group. It analyzes demographic factors, roles, educational settings, experience length, research interests, confidence in access and use, support needs, current access routes, barriers and motivators, using Self Determination Theory.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/design-and-technology-educators-experiences-of-competence-relatedness-and-autonomy-with-educational-research/601474/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/design-and-technology-educators-experiences-of-competence-relatedness-and-autonomy-with-educational-research/601474.png","ImageObject",300,407,{"name":92,"@type":93},"hdkawk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the survey in this study?","Question",{"text":112,"@type":113},"The survey sought evidence of how extensively Design and Technology educators engaged with educational research generally and specifically within Design and Technology Education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which framework guided the analysis of the survey data?",{"text":117,"@type":113},"The article draws on Self Determination Theory, focusing on competence, relatedness and autonomy.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the three research questions addressed by the study?",{"text":121,"@type":113},"RQ1 examined the extent of current engagement with educational research; RQ2 explored interest in developing support from the D&T Association; RQ3 asked where the association should prioritize educational research.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601474,1792210797,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Design and Technology Educators’ Experiences of Competence, Relatedness and Autonomy with Educational Research  \nMatt McLain, Liverpool John Moores University, UK Daniela Schillaci-Rowland, Presdales School, UK Kay Stables, Goldsmiths, University of London, UK Alison Hardy, Nottingham Trent University, UK  \nAbstract  \nThis article reports on the results of a survey of Design and Technology educators, predominantly based in England that sought evidence of the extent to which the educators engaged with educational research more generally and also specifically within Design and Technology Education. The survey was sponsored by the professional Association of Design and Technology Education and was undertaken by its Design and Technology Research Steering Group. The survey collected demographic data on the roles and responsibilities of the survey respondents, the types and levels of education where they worked and length of experience in Design and Technology education. Questions explored the types of research of interest, confidence levels in accessing, using and undertaking research, the nature of support for engaging research that educators would welcome, how research was currently accessed, what the challenges and barriers might be and what would motivate educators to become more engaged with research. This article resorts on analysis of the data, drawing on Self Determination Theory and specifically concepts of competence, relatedness and autonomy. Findings indicated that respondents had a great deal of interest in principle, but that there were considerable barriers to engaging with research which impacted on competence, relatedness and autonomy. The insights provided will now be used as the basis for developing support for Design and Technology practitioners to engage with research at a variety of levels.  \nKeywords  \nAutonomy, Competence, Design & Technology, Relatedness, Research, Self Determination Theory  \nIntroduction  \nThere has been growing interest in schools in England in educational research and evidenceinformed practice in recent years. As with many changes in the national landscape, there is a policy drive behind this change, with the associated focus by schools on approaches that are overtly or subconsciously sanctioned by the power brokers, such as the Department for Education (DfE, 2017, 2013) the government department responsible for schools and curriculum, and the Office for Standards in Education (Ofsted, 2020) the inspectorate for schools in England. The current trend is for cognitive science and randomised controlled trial research, promoted by the Educational Endowment Fund (EEF, 2023; Impetus, 2023), established with a £125 million grant from the DfE in 2011 (Impetus, 2023) . However, the jury is still out on the current fixation on research from the cognitive sciences, regarding its efficacy in  \nreal-world education practice – i.e., classrooms, workshops, labs, etc.– even from its proponents (Perry et al., 2021; Perry, 2022) .  \nIrrespective of whether or not one agrees with the narrow focus promoted in schools in England, there are three key assumptions made by policy makers; first that teachers want and see the benefit to being more research informed, second that they have ready access to relevant and high-quality research findings, and third, that they are able to effectively engage with and apply research in their classrooms.  \nThis study explored these assumptions, investigating Design and Technology (D&T) educators'engagement with educational research, past, present, and future, including initial teacher education, postgraduate studies and school-based inquiry. Participants were invited to respond to a survey by the Design & Technology Association (D&TA) research steering group (DTRSG), underpinned by three research questions that guided the study:  \n• RQ1. To what extent are teachers of D&T currently engaged with educational research?  \n• RQ2. Is there interest in the development of support fr","cbCaienu8ioCG5C3","https://ap.wps.com/l/cbCaienu8ioCG5C3","pdf",442812,"English","# Introduction\n# Research Questions and Study Background\n# Participant Demographics and Roles\n## Current Role in D&T\n## Educational Level and Training Background","[{\"question\":\"What was the purpose of the survey in this study?\",\"answer\":\"The survey sought evidence of how extensively Design and Technology educators engaged with educational research generally and specifically within Design and Technology Education.\"},{\"question\":\"Which framework guided the analysis of the survey data?\",\"answer\":\"The article draws on Self Determination Theory, focusing on competence, relatedness and autonomy.\"},{\"question\":\"What were the three research questions addressed by the study?\",\"answer\":\"RQ1 examined the extent of current engagement with educational research; RQ2 explored interest in developing support from the D\\u0026T Association; RQ3 asked where the association should prioritize educational research.\"}]","Design and Technology Educators’ Experiences of Competence, Relatedness and Autonomy with Educational Research | PDF",1792092682]