Integrating the discourse on teachers and design: An analysis of ten years of scholarship

Melissa Warr, Punya Mishra

Research output: Contribution to journalArticlepeer-review

Abstract

This article presents a content and network analysis of a decade (2007–2017) of highly-cited literature on teachers and design. Constructs and definitions were compared in an interpretive content analysis, resulting in 10 strands, each a cluster of literature that frames teaching and design in a particular way. A citation network analysis provided insight into how the strands are conceptually related. Further analysis highlighted how each strand described what, when, and how teachers design, and the value of considering teachers as designers. The results suggest that teaching not only includes design activities, but could be considered a design profession. This perspective has implications for teacher education, specifically the development of professional knowledge.

Original languageEnglish (US)
Article number103274
JournalTeaching and Teacher Education
Volume99
DOIs
StatePublished - Mar 2021

Keywords

  • Curriculum design
  • Design
  • Learning design
  • Participatory design
  • Social network analysis

ASJC Scopus subject areas

  • Education

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