Understanding In-Service Teachers' Collaborative Design Thinking Process: An Activity Theory Analysis

• In Event: Design Approaches Across Ages

Abstract

The growing application of design thinking (DT) as a practice in K-12 environment calls for support in teacher education. This paper attends to this under-researched area of DT in teacher education by navigating in-service teachers’ first-hand experiences as learners as well as facilitators in a collaborative DT process. Informed by Engeström’s activity theory (1999), this study offers a critical lens into how in-service teachers, as non-designers, co-evolve between the problem space and the solution space and unpacking the dynamic learning journey through mapping contradictions and challenges. Findings suggest important lessons for education innovation and contribute to a wider discussion on preparing a 21st century teaching force for a rapidly changing and unpredictable future.

Authors

• Jessie M. L. Chow, University of Hong Kong
  Presenting Author

• Albert S.Y. Tsang, Hong Kong Polytechnic University
  Presenting Author

• Gary James Harfitt, Good Hope School
  Non-Presenting Author

• Brian Lee, The Hong Kong Polytechnic University
  Presenting Author

• Serene Chan, University of Hong Kong
  Presenting Author