Teachers are designers: Addressing problems of practice in education

Danah Henriksen; Carmen Richardson

doi:10.1177/0031721717734192

Teachers are designers: Addressing problems of practice in education

Danah Henriksen, Carmen Richardson

Research output: Contribution to journal › Review article

2 Scopus citations

Abstract

Teachers may be confused or put off by buzzwords like “design thinking,” but the concept is a useful one: To solve stubborn, everyday problems of practice in schools, they should approach those problems strategically and systematically. Specifically, explain the authors, teachers gain new insights into challenges they face when they take steps to empathize with students, come to terms with the uncertainties of school change, and learn to think of themselves as designers.

Original language	English (US)
Pages (from-to)	60-64
Number of pages	5
Journal	Phi Delta Kappan
Volume	99
Issue number	2
DOIs	https://doi.org/10.1177/0031721717734192
State	Published - Oct 1 2017

ASJC Scopus subject areas

Education

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Henriksen, D., & Richardson, C. (2017). Teachers are designers: Addressing problems of practice in education. Phi Delta Kappan, 99(2), 60-64. https://doi.org/10.1177/0031721717734192

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