Abstract
This chapter analyzes how in-service teachers create, develop, and adopt frames when designing an educational innovation. The stages of instructional design as well as the knowledge that teachers create throughout the design process were two lenses used to understand teachers’ design activity. Using case studies of Singapore in-service teachers engaging in educational innovation, the design processes undertaken by teachers when designing among themselves and codesigning with researchers were contrasted. It was found that during lesson design, reflection-in-action occurs through a series of analysis-design turns that occur iteratively. These are the design processes whereby knowledge of new instructional practices is being created through teachers’ design talk. Implications for enhancing teachers’ design talk are discussed.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Andrews, D. H., & Goodson, L. A. (1980). A comparative analysis of models of instructional design. Journal of Instructional Development, 3(4), 2–16.
Bybee, R., Taylor, J., Gardner, A., Van Scotter, P., Powell, J., Westbrook, A., et al. (2006). The BSCS 5E instructional model: Origins, effectiveness, and applications. Colorado springs: BSCS. International Journal of Man-Machine Studies, 29, 407–427.
Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2013). A review of technological pedagogical content knowledge. Education Technology and Society, 16(2), 31–51.
Cross, N. (2004). Expertise in design: An overview. Design Studies, 25(5), 427–441.
Cross, N. (2011). Design thinking. New York, NY: Berg.
Dorst, K. (2006). Design problems and design paradoxes. Design Issues, 22(3), 4–17.
Dorst, K. (2011). The core of ‘design thinking’ and its application. Design Studies, 32, 521–532.
Dorst, K., & Cross, N. (2001). Creativity in the design process: Co-evolution of problem-solution. Design Studies, 22(5), 425–437.
Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–39.
Gao, P., Choy, D., Wong, A. F. L., & Wu, J. (2009). Developing a better understanding of technology based pedagogy. Australasian Journal of Educational Technology, 25(5), 714–730.
Gess-Newsome, J. (Ed.). (1999). Pedagogical content knowledge: An introduction and orientation. Dordrecht, The Netherlands: Springer.
Gibbons, A. S., Botturi, L., Boot, E., & Nelson, J. (2008). Design languages. In Handbook of research for educational communications and technology (pp. 633–645). New York, NY: Erlbaum.
Guzey, S. S., & Roehrig, G. H. (2009). Teaching science with technology: Case studies of science teachers’ development of technological pedagogical content knowledge (TPCK). Contemporary Issues in Technology and Teacher Education, 9(1), 25–45.
Hammerness, K., Darling-Hammond, L., Bransford, J., Berliner, D., Cochran-Smith, M., McDonald, M., et al. (2005). How teachers learn and develop. In Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 358–389). San Francisco, CA: Jossey-Bass.
Harris, J. B. (2008). TPCK in in-service education: Assisting experienced teachers’ “planned improvisations”. In Handbook of technological pedagogical content knowledge (TPCK) for educators. New York, NY: Routledge.
Hatano, G., & Inagaki, K. (1986). Two courses of expertise. In H. A. H. Stevenson & K. Hakuta (Eds.), Child development and education in Japan (pp. 262–272). New York, NY: Freeman.
Hermans, R., Tondeur, J., van Braak, J., & Valcke, M. (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers. Computers & Education, 51(4), 1499–1509.
Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223–252.
Hoogveld, A. W., Paas, F., Jochems, W. M., & Van Merriënboer, J. J. (2002). Exploring teachers’ instructional design practices from a systems design perspective. Instructional Science, 30(4), 291–305.
Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49(3), 740–762.
Koh, J. H. L., Chai, C. S., & Lee, K. S. (2013). Design opportunities and their impact pre-service teachers’ perception of technological pedagogical content knowledge. Global Chinese Journal of Computers in Education, 10(1), 20–35.
Koh, J. H. L., Chai, C. S., & Tay, L. Y. (2014). TPACK-in-action: Unpacking the contextual influences of teachers’ construction of technological pedagogical content knowledge (TPACK). Computers & Education, 78, 1–10.
Koh, J. H. L., & Divaharan, S. (2011). Developing pre-service teachers’ technology integration expertise through the TPACK-developing instructional model. Journal of Educational Computing Research, 44(1), 35–58.
Koh, J. H. L., & Divaharan, S. (2013). Towards a TPACK-fostering ICT instructional process for teachers: Lessons from the implementation of interactive whiteboard instruction. Australasian Journal of Educational Technology, 29(2), 233–247.
Krippendorff, K. (2004). Content analysis: An introduction to its methodology. Thousand Oaks, CA: SAGE Publications.
Laurillard, D. (2012). Teaching as a design science: Building pedagogical patterns for learning and technology. New York, NY: Routledge.
Lawson, B. (1997). How designers think: The design process demystified. Oxford: Architectural Press.
Lim, C. P., & Chai, C. S. (2008). Teachers’ pedagogical beliefs and their planning and conduct of computer-mediated classroom lessons. British Journal of Educational Technology, 39(5), 807–828.
Lim, W. P., Ang, P. L., & Koh, J. H. L. (in-press). Developing teachers’ technological pedagogical mathematics knowledge (TPMK) to build students’ capacity to think and communicate in mathematics classrooms. In C. S. Chai, C. P. Lim & C. M. Tan (Eds.), Future learning in primary schools – A Singapore perspective. Singapore: Springer.
Marra, R. (2005). Teacher beliefs: The impact of the design of constructivist learning environments on instructor epistemologies. Learning Environments Research, 8(2), 135–155.
Meirink, J. A., Imants, J., Meijer, P. C., & Verloop, N. (2010). Teacher learning and collaboration in innovative teams. Cambridge Journal of Education, 40(2), 161–181.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
MOE. (2014). 21st century competencies, from http://www.moe.gov.sg/education/21cc/
Molenda, M. (2003). In search of the elusive ADDIE model. Performance Improvement, 42(5), 34–37.
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing effective instruction. Hoboken, NJ: Wiley.
Paton, B., & Dorst, K. (2011). Briefing and reframing: A situated practice. Design Studies, 32(6), 573–587.
Peirce, C. S. (1955). Abduction and induction. In Philosophical writings of Peirce, 11. New York: Dover Publications.
Penuel, W. R., Roschelle, J., & Shechtman, N. (2007). Designing formative assessment software with teachers: An analysis of the co-design process. Research and Practice in Technology Enhanced Learning, New York: Dover Publications, 2(01), 51–74.
Porras-Hernández, L. H., & Salinas-Amescua, B. (2013). Strengthening TPACK: A broader notion of context and the use of teacher’s narratives to reveal knowledge construction. Journal of Educational Computing Research, 48(2), 223–244.
Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4–15.
Rittel, H. W. J., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4(2), 155–169.
Rowe, P. G. (1991). Design thinking. Cambridge, MA: The MIT Press.
Sang, G., Valcke, M., van Braak, J., Tondeur, J., & Zhu, C. (2011). Predicting ICT integration into classroom teaching in Chinese primary schools: Exploring the complex interplay of teacher‐related variables. Journal of Computer Assisted Learning, 27(2), 160–172.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic books.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
Simmie, G. M. (2007). Teacher Design Teams (TDTs)—building capacity for innovation, learning and curriculum implementation in the continuing professional development of in-career teachers. Irish Educational Studies, 26(2), 163–176.
Smith, J. B. (1994). Collective intelligence in computer-based collaboration. HilIsdale, NJ: Lawrence Erlbaum Associates.
Summerville, J., & Reid-Griffin, A. (2008). Technology integration and instructional design. TechTrends, 52(5), 45–51.
Tondeur, J., Valcke, M., & Van Braak, J. (2008). A multidimensional approach to determinants of computer use in primary education: Teacher and school characteristics. Journal of Computer Assisted Learning, 24(6), 494–506.
Tsai, C. C., & Chai, C. S. (2012). The “third”-order barrier for technology-integration instruction: Implications for teacher education. Building the ICT capacity of the next generation of teachers in Asia. Australasian Journal of Educational Technology, 28, 1057–1060.
Voogt, J., Westbroek, H., Handelzalts, A., Walraven, A., McKenney, S., Pieters, J., et al. (2011). Teacher learning in collaborative curriculum design. Teaching and Teacher Education, 27(8), 1235–1244.
Weber, R. P. (1990). Basic content analysis. Newbury Park, CA: SAGE Publications.
Windschitl, M. (2002). Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers. Review of Educational Research, 72(2), 131–175.
Zhao, Y., & Frank, K. A. (2003). Factors affecting technology uses in schools: An ecological perspective. American Educational Research Journal, 40(4), 807–840.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer Science+Business Media Singapore
About this chapter
Cite this chapter
Koh, J.H.L., Chai, C.S., Wong, B., Hong, HY. (2015). Design Thinking and In-Service Teachers. In: Design Thinking for Education. Springer, Singapore. https://doi.org/10.1007/978-981-287-444-3_6
Download citation
DOI: https://doi.org/10.1007/978-981-287-444-3_6
Publisher Name: Springer, Singapore
Print ISBN: 978-981-287-443-6
Online ISBN: 978-981-287-444-3
eBook Packages: Humanities, Social Sciences and LawEducation (R0)