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

Heillyn Camacho Nunez; Lone Dirckinck-Holmfeld; Geoffrey Olok Tabo

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

Heillyn Camacho Nunez, Lone Dirckinck-Holmfeld, Geoffrey Olok Tabo

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Abstract

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

Original language	English
Journal	Design and Technology Education: An international journal
Volume	28
Issue number	2
Pages (from-to)	170-190
Number of pages	20
ISSN	1360-1431
Publication status	Published - 2023

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https://openjournals.ljmu.ac.uk/DATE/article/view/1348Licence: CC BY 4.0

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title = "How to support teachers in becoming teachers as designers of student-centred approaches",

abstract = "This article presents a design-based research (DBR) methodology to develop a teacherprofessional development intervention that is aimed at helping teachers become designers ofstudent-centred e-learning activities. The intervention was tested at Gulu University (GU) andMaseno University (MU), and a set of activities and tools, as well as six design principles, wererecommended for future interventions. The findings suggest that becoming a designer requiresteachers to transform their understanding of their practices and to develop teachers asdesigners (TasD) mindsets. Further research is needed to conceptualise these mindsets and tomap and compare the epistemological traditions of learning, design and teaching practices. ",

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

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ER -

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

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