An Exploration of Design Thinking Practices: Building a Teacher Education Model From the Ground Up

• In Event: 30.080 - Roundtable Session 10
  In Roundtable Session: 30.080-24 - Advancing STEM Learning and Teaching for Preservice Teachers and K–16 Students

Abstract

Over the last few decades, expectations for 21st century learning, technology integration, and inquiry-based instruction have made the practice of designing experiences for K-12 students a wicked problem. Pre-service and in-service teachers have not been provided opportunities to see themselves as professional designers who incorporate creative problem-solving practices in their instruction. We explored the Design Thinking practices of 11 teacher education program instructors using qualitative analysis of semi-structured interviews. Most instructor participants were unfamiliar with formal Design Thinking models. However, the majority informally used the first three stages of the Design Thinking process. Fewer effectively incorporated the final implement and revise stages. Even so, participants saw the model as a potential process for developing depth in their students’ abilities.

Authors

• Kristin Elwood, Arizona State University - Tempe

• Michelle Jordan, Arizona State University

• Steven J. Zuiker, Arizona State University