Design thinking and the practicing teacher: addressing problems of practice in teacher education

Danah Henriksen, Sarah Gretter, Carmen Richardson

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

Design thinking has been receiving increased scholarly and popular interest in education; yet, teachers are often uncertain about what it means to implement this in their educational settings. Design thinking, nonetheless, offers a framework to address the challenging problems of practice educators face. In this article, we examine a graduate-level teacher education course, at a Midwestern US university, which uses the Stanford Design Thinking Model. Educators in the course found that exposure to and practice of the design thinking model allowed them to creatively solve problems of practice relevant to their context. In particular, educators reported three main takeaways from the experience: (1) valuing empathy, (2) becoming open to uncertainty, and (3) seeing teaching as design. We discuss implications and challenges for scholarship and practice.

Original languageEnglish (US)
Pages (from-to)209-229
Number of pages21
JournalTeaching Education
Volume31
Issue number2
DOIs
StatePublished - Apr 2 2020

Keywords

  • Design
  • design thinking
  • innovation
  • problem solving
  • problems of practice
  • teacher education
  • teacher professional development
  • thinking skills

ASJC Scopus subject areas

  • Education

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