How to support teachers in becoming teachers as designers of student-centred approaches

Authors

  • Heillyn Camacho Aalborg University
  • Lone Dirckinck-Holmfeld Aalborg University
  • Geoffrey Tabo Gulu University

Keywords:

Teachers as designers, learning design, design for learning, design process, designerly ways of thinking, student-centred learning

Abstract

This article presents a design-based research (DBR) methodology to develop a teacher professional development intervention that is aimed at helping teachers become designers of student-centred e-learning activities. The intervention was tested at Gulu University (GU) and Maseno University (MU), and a set of activities and tools, as well as six design principles, were recommended for future interventions. The findings suggest that becoming a designer requires teachers to transform their understanding of their practices and to develop teachers as designers (TasD) mindsets. Further research is needed to conceptualise these mindsets and to map and compare the epistemological traditions of learning, design and teaching practices.

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Published

2023-11-21

How to Cite

CAMACHO, H.; DIRCKINCK-HOLMFELD, L.; TABO, G. How to support teachers in becoming teachers as designers of student-centred approaches. Design and Technology Education: An International Journal, [S. l.], v. 28, n. 2, p. 170–190, 2023. Disponível em: https://openjournals.ljmu.ac.uk/DATE/article/view/1348. Acesso em: 19 nov. 2024.

Issue

Vol. 28 No. 2 (2023): Design and Technology Education: An International Journal

Section

Research

License

Copyright (c) 2023 Heillyn Camacho, Lone Dirckinck-Holmfeld, Geoffrey Tabo

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

This work is licensed under a Creative Commons Attribution 4.0 International License.

 

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