This book provides a comprehensive examination of teacher design thinking and practice, structured across ten chapters that can be read either as a complete narrative or as standalone works. The content is organized into three parts:         Part 1: Foundations and frameworks (Chapters 1-3): Establishes the theoretical groundwork for understanding teachers as designers, integrating research across teacher thinking, practice, and learning design. These chapters explore the cognitive aspects of design within social contexts and examine methodologies for investigating design practice.         Part 2: Empirical studies (Chapters 4-7): Presents evidence from extensive research into Australian primary school teachers’ design practices, comparing experienced and early career teachers. Through narrative accounts, design outcomes, and video analysis, these chapters reveal how teachers engage with design thinking during planning and implementation.         Part 3: Evidence-based practical applications (Chapters 8-10): Translates research findings into actionable knowledge and tools for teachers at all experience levels. Special attention is given to technology integration, and a model for supporting teacher design thinking is presented. The book concludes with practical recommendations and future directions for the field.Each chapter is written to function independently, allowing readers to focus on specific aspects of interest, such as theoretical foundations, research methods, empirical findings, or practical guidance.

Teacher Design Thinking and Practice

书籍
发表日期：

2025年

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Lori Lockyer,
Shirley Agostinho,
Sue Bennett,
Lauren Knussen,
Melinda Plumb

摘要

This book provides a comprehensive examination of teacher design thinking and practice, structured across ten chapters that can be read either as a complete narrative or as standalone works. The content is organized into three parts:

Part 1: Foundations and frameworks (Chapters 1-3): Establishes the theoretical groundwork for understanding teachers as designers, integrating research across teacher thinking, practice, and learning design. These chapters explore the cognitive aspects of design within social contexts and examine methodologies for investigating design practice.

Part 2: Empirical studies (Chapters 4-7): Presents evidence from extensive research into Australian primary school teachers’ design practices, comparing experienced and early career teachers. Through narrative accounts, design outcomes, and video analysis, these chapters reveal how teachers engage with design thinking during planning and implementation.

Part 3: Evidence-based practical applications (Chapters 8-10): Translates research findings into actionable knowledge and tools for teachers at all experience levels. Special attention is given to technology integration, and a model for supporting teacher design thinking is presented. The book concludes with practical recommendations and future directions for the field.

Each chapter is written to function independently, allowing readers to focus on specific aspects of interest, such as theoretical foundations, research methods, empirical findings, or practical guidance.