Cultivating Designer Teacher Role Through a Hybrid Professional Development Program

• In Event: Teacher Well-Being and Empowerment

Abstract

Teachers have been disempowered to design and given little to no opportunities to innovate instruction. With prescribed curriculum and strict guides, chances to create instruction that meets students’ needs are minimized. However, with appropriate professional development programs in parallel with school policies and structure, the space that empowers teachers to design can be provided. We examined the effect of a hybrid professional development program to prepare designer teachers using a case study. Findings suggest teachers transformed their habits of mind in regard to their teaching (as knowledge and practice), their role (into a more design-oriented mindset) as well as their own learning environment. Findings refer to the change in fundamental beliefs and perceived roles in cultivating a designer teacher process.

Authors

• Nihal Yurtseven, Bahçeşehir University

• Selcuk Dogan, Georgia Southern University