Monday 13 August 2018
Start Date
13-8-2018 1:30 PM
End Date
13-8-2018 2:30 PM
Subjects
Instructional design, Learning experience, Design based research, Models, Case studies, Primary school teachers
Abstract
Design is part of a teacher’s practice on a daily basis. Teachers are constantly designing and redesigning learning experiences for their students. However, the notions of the teacher as designer or ‘teacher design practice’ are rarely used as frameworks within teacher education or continuing professional learning. In fact, ‘teacher design thinking’, that is, how school teachers think about and engage in design practice has been an under-researched area. Design thinking has the potential to provide teachers with a scaffold to reflect upon contextual and evidence-based factors when designing learning experiences for their students. However, we need to know how teachers engage in design and how their practice might be better supported. This paper will provide an overview of design thinking, and how it fits within teachers’ work. Results of a recent Australian study, which investigated early career and experienced teachers’ design practices will be detailed with a view to considering a model of teacher design thinking that may be integrated into teacher education and development to ultimately make a difference for student learning.
Recommended Citation
Lockyer, L. (2018, August 13). Enhancing teaching and learning through design practice [Paper presentation]. Research Conference 2018 - Teaching practices that make a difference: Insights from research. https://research.acer.edu.au/research_conference/RC2018/13august/9
Presentation slides Lockyer
Copyright Statement
Copyright Australian Council for Educational Research 2018
Place of Publication
Melbourne, Australia
Publisher
Australian Council for Educational Research (ACER)
ISBN
9781742865119
Included in
Educational Assessment, Evaluation, and Research Commons, Elementary Education Commons, Instructional Media Design Commons
Enhancing teaching and learning through design practice
Design is part of a teacher’s practice on a daily basis. Teachers are constantly designing and redesigning learning experiences for their students. However, the notions of the teacher as designer or ‘teacher design practice’ are rarely used as frameworks within teacher education or continuing professional learning. In fact, ‘teacher design thinking’, that is, how school teachers think about and engage in design practice has been an under-researched area. Design thinking has the potential to provide teachers with a scaffold to reflect upon contextual and evidence-based factors when designing learning experiences for their students. However, we need to know how teachers engage in design and how their practice might be better supported. This paper will provide an overview of design thinking, and how it fits within teachers’ work. Results of a recent Australian study, which investigated early career and experienced teachers’ design practices will be detailed with a view to considering a model of teacher design thinking that may be integrated into teacher education and development to ultimately make a difference for student learning.
Comments
Session 4N