Making design thinking for education sustainable: Training preservice teachers to address practice challenges

Ferrández, María Belén Calavia; Blanco, Teresa Fernández; Casas, Roberto; Gracia, Belén Dieste

doi:10.1016/j.tsc.2022.101199

Cited by 26 publications

(9 citation statements)

References 57 publications

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“…Other studies have shown that in virtual education, teachers prefer not to design their own materials and mainly use pre-existing resources [ 22 ]. The participants in our study also mentioned the lack of appropriate content or copying of videos or links to lessons [ 17 ].…”

Section: Discussionmentioning

confidence: 99%

Mothers’ experience of virtual education during and after the COVID-19 pandemic: A qualitative study

Faghir Ganji,

Abdolmohammadi,

Nikbina

et al. 2024

Heliyon

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Section: Discussionmentioning

confidence: 99%

Mothers’ experience of virtual education during and after the COVID-19 pandemic: A qualitative study

Faghir Ganji,

Abdolmohammadi,

Nikbina

et al. 2024

Heliyon

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“…Rahman (2019) stated that acquiring these skills is essential in the 21st century. Having critical thinking and problem-solving skills could contribute to producing a generation of learners who are also critical thinkers (Calavia et al, 2023).…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, the ESL pre-service teachers could further contribute to developing these skills among the students. Calavia et al (2023) assert that the exhibition of creative thinking in pedagogical approaches by ESL pre-service teachers can empower students to engage in independent thinking and develop novel solutions to various challenges. These abilities enhance the quality of their teaching and enable educators to effectively adapt to the evolving needs of their students and the educational environment.…”

Section: St-century Competencymentioning

confidence: 99%

Exploring Malaysian ESL Pre-service Teachers' Perceptions on Knowledge of Learners, Digital Literacy and 21st Century Competency

Pazilah,

Hashim,

Yunus

et al. 2024

IJLTER

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The Sustainable Development Goals (SDG) Goal 4 is centred on providing good and quality education for all. To achieve this goal, the supply of quality teachers, particularly in English as a second language (ESL), should be increased to align with the current globalisation in which individuals are well equipped with English language skills. Hence, teacher training programs play a significant role in producing quality teachers and taking notice of the knowledge needed by ESL pre-service teachers in the 21st century. However, there is a gap in previous studies in understanding the knowledge of ESL pre-service teachers, particularly on digital literacy, knowledge of learners and 21st-century competency. Thus, this study aims to explore the ESL pre-service teachers' perspectives towards knowledge of learners, digital literacy and 21st-century competency to be an effective teacher in the 21st century. This paper employed a full qualitative method with 10 ESL pre-service teachers at a public university in Malaysia. The data were collected through a focus group discussion and were analysed using thematic analysis. Based on the findings, the ESL pre-service teachers reported that it is pivotal for them to know and be able to implement 21st-century skills in their classrooms. Additionally, the ESL pre-service teachers mentioned that they should be able to have digital literacy and have awareness towards learners. This study contributes to teacher training programs in understanding the knowledge needed by a modern teacher. Future research could investigate the challenges ESL pre-service teachers face in the 21st century.

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“…The concept of design thinking is useful in the everyday life of educators to solve pedagogical problems strategically and systematically. Design thinking is based on formulating and solving complex problems through an analytical and creative process (Calavia et al, 2023). Therefore, teacher preparation programs must use the approach of design disciplines (design principles, design processes, technology affordances, design patterns, and design-based research), where prospective teachers are involved in identifying practical problems, theoretical literature analysis, information selection, assessing its relevance to the situation, developing solutions to the problem, and prototype testing (Norton & Hathaway, 2015;Henriksen, & Richardson, 2017;Calavia et al, 2023).…”

Section: Society Integration Educationmentioning

confidence: 99%

Prospective Teachers' Perspectives on Pedagogical Challenges Experienced During Work-Based Learning

Margeviča-Grinberga,

Šūmane

2024

SIE

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This study investigates prospective teachers' perspectives regarding pedagogical issues and evaluates their readiness to address these challenges during instructional practice. The research investigates the experiences and perspectives of 67 students currently enrolled in teacher education programmes by employing a narrative content analysis methodology. The results point to several significant areas of concern among prospective teachers. Initially, classroom management emerged as a primary challenge, with many students expressing anxiety about efficiently managing diverse classroom dynamics and maintaining discipline. This problem indicates the need to pay more attention to classroom management strategies in study courses. Furthermore, the findings emphasize difficulties in effectively differentiating instruction to meet the diverse needs of learners. It was indicated that there is a need for more concentrated training in inclusive teaching methods since students voiced worries about their capacity to adjust teaching approaches to accommodate a variety of learning styles and abilities. The study suggests that prospective teachers are generally enthusiastic about their future careers but also recognize significant pedagogical challenges. To properly prepare future educators for the realities of the classroom, these findings have implications for teacher education programmes. They indicate a need for a more specific focus on practical skills such as classroom management and inclusive teaching practices.

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Making design thinking for education sustainable: Training preservice teachers to address practice challenges

Cited by 26 publications

References 57 publications

Mothers’ experience of virtual education during and after the COVID-19 pandemic: A qualitative study

Mothers’ experience of virtual education during and after the COVID-19 pandemic: A qualitative study

Exploring Malaysian ESL Pre-service Teachers' Perceptions on Knowledge of Learners, Digital Literacy and 21st Century Competency

Prospective Teachers' Perspectives on Pedagogical Challenges Experienced During Work-Based Learning

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