Design thinking and the practicing teacher: addressing problems of practice in teacher education

Henriksen, Danah; Gretter, Sarah; Richardson, Carmen

doi:10.1080/10476210.2018.1531841

Cited by 62 publications

(39 citation statements)

References 29 publications

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“…Behaviour design thinking integrates cutting-edge behavioural science with design thinking to drive innovation at the product, service, and experience levels, leading to success and business growth across industries [9]. Thus, design thinking is also considered a promising educational approach to dealing with complex, diverse, and often difficult problems that teachers and educators face in professional practice, ranging across teaching and learning topics, to social or community issues, classroom climate issues, and countless others [10][11][12]. Moreover, Henriksen et al [12] suggest that design thinking may provide an accessible structure for teachers and educators to think creatively when coping with educational problems of practice, and may support and augment traditional critical thinking as argued by Ericson [2] and Kijima et al [13].…”

Section: Introductionmentioning

confidence: 99%

Mapping the Relationships between Self-Directed Learning and Design Thinking in Pre-Service Science and Technology Teachers

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Savec

2022

Sustainability

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Self-directed learning and design thinking were found to be promising pedagogies for supporting education and thus supporting sustainable development goals. While some researchers have posited that self-directed learning may support design thinking, empirical research examining the relationship between these two essential skills is lacking because their shared conceptual structure has not been articulated in detail, and because they have remained siloed in design practice. This study examines pre-service teachers’ self-regulation in relation to design thinking skills to advance a theoretical understanding of design science and to overcome challenges teachers face in adopting and implementing design thinking. For this study, 158 pre-service teachers were recruited. On the first level, the empirical data collected were subjected to structural equation modelling to find and confirm significant metacognitive perspectives in design thinking, while on the second level, an in-depth analysis was conducted to find moderating effects of pre-service teachers’ metacognitive experiences and teacher education in design thinking. We argue that awareness and interpersonal skills are crucial in creative design activity, and that embracing risk, tolerance to uncertainty, and underdeveloped supervising skills might be critical elements for advancing design thinking behaviour. The findings of this study have implications for effective science and technology teaching and the learning of design thinking in teacher education, and for educators and commercial course designers to adjust the implementation of design thinking.

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Section: Introductionmentioning

confidence: 99%

Mapping the Relationships between Self-Directed Learning and Design Thinking in Pre-Service Science and Technology Teachers

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Savec

2022

Sustainability

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“…The concept of knowledge was pioneered and popularized by Lee Shulman (1986) and later Wilson, Shulman & Richert, (1987) that it is knowledge which includes what makes learning of specific topics easy or difficult (Shulman, 1986(Shulman, , 1987. A topic which is addressed in this paper is the design process and its importance is that the design process offers a framework for etutors to engage with problems of practice where they view themselves as knowledge experts who empower with their abilities to address problems at a time in which challenges abound during the teaching of the design process (Henriksen, Gretter & Richardson, 2020).…”

Section: Introductionmentioning

confidence: 89%

“…At the same time, according to Design and Technology framework Institute of Design at Stanford (2016), the steps of the Design and Technology framework are suggested as: empathize, define, ideate, prototype and test. While the Stanford model has five phases of design thinking, referred to as modes, which are worked through toward a problem solution or resolution (Henriksen et al 2020). Also, the Department of Basic Education (2011) in the South African schools' curriculum in its Curriculum Assessment Policy Statement recommends procedural steps of investigate, design, make, evaluate, and communicate (IDMEC).…”

Section: Research Objectivesmentioning

confidence: 99%

Exploring e-tutors teaching of the design process as content knowledge in an Open and Distance e-Learning environment

Sedio

2021

Journal for the Education of Gifted Young Scientists

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Purpose: It is argued that Open and Distance eLearning (ODeL) institutions are expected to provide student support by focusing on critical aspects of content knowledge. Technology is a critical factor in student support through e-tutoring. The main question is ‘How are the varied procedural steps of the design process taught in the targeted ODeL institution”? It is assumed that ODeL institutions have competent e-tutors when supporting students through the teaching of content knowledge of the design process. Sample: The focus was on the postgraduate students who registered for two modules for a programme (n=250) in 2020. Method: The South African Ministry of Education for Curriculum and Assessment Policy Statement (CAPS) was used to investigate, design, make, evaluate, and communicate. A quantitative approach with an online survey was used in exploring the perceptions of students about e-tutors’ content knowledge. Data analysis: It was done numerically and thematically. Results: The procedural steps vary depending on the different ministries of education worldwide. E-tutors seem to lack content knowledge to teach at a distance learning mode. The teaching of the design process to student teachers requires insights into the procedural steps of the design process curriculum. Suggestions: E-tutors should be provided with training in the design steps.

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“…Tale aspetto può essere ricondotto all'utilizzo, durante la ricerca collaborativa, di tecniche e strumenti che hanno supportato il lavoro collegiale e l'apertura a possibilità di cambiamento creativo dei modi di pensare e di lavorare, per affrontare problemi complessi di ordine pratico che gli insegnati incontrano nel loro operare quotidiano, su fronti diversi ed attraverso contesti variegati (Henriksen, et al 2018).…”

Section: La Valorizzazione Delle Relazioni Inter-ed Infra-organizzativeunclassified

Educazione ed innovazione sociale

Galeotti

2020

Studies on Adult Learning and Education

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This book proposes an interpretation of continuing education as an enabling factor of social innovation. Continuing education is an opportunity for transforming and co-creating structural and socio-cultural conditions in work contexts, through inclusive and collaborative practices and processes. The reflection presented in the book starts from an eco-systemic analysis of educational processes entailed in the social innovation dynamics, and develops a definition of educational action for formulating and testing responses to complex social needs. The educative action, oriented to creatively combine tangible and intangible resources, individual talents, collective imagination, improves capacity to rethink educational and socio-educational services and face the challenges that reality presents.

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Design thinking and the practicing teacher: addressing problems of practice in teacher education

Cited by 62 publications

References 29 publications

Mapping the Relationships between Self-Directed Learning and Design Thinking in Pre-Service Science and Technology Teachers

Mapping the Relationships between Self-Directed Learning and Design Thinking in Pre-Service Science and Technology Teachers

Exploring e-tutors teaching of the design process as content knowledge in an Open and Distance e-Learning environment

Educazione ed innovazione sociale

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