Design Thinking for Teacher Education: Solving Problems of Practice With Design in an Online Learning Setting

• In Event: Sheraton Roundtable Session 18
  In Roundtable Session: Working Together to Support Teacher Learning: Co-Teaching, Design Thinking, and Professional Learning Communities

Abstract

In this piece, we provide a rich example of design thinking infused into teacher education, through a qualitative study of an in-service graduate teaching course using the Stanford design thinking model for teachers. This paper will present the rationale, methods, and findings of a qualitative study on the experiences of teachers who used design thinking to address educational problems of practice. We will examine data from teachers about design thinking and education to understand some of the benefits, challenges, and aspects of their experience of working with design thinking as a framing device for teaching practice.

Authors

• Danah A. Henriksen, Arizona State University

• Carmen Richardson, Michigan State University