Framework Design Thinking as a Teacher Competences
Abstract
The ability to produce creative solutions is currently needed due to rapid social, technological, and economic changes. Stakeholders can bring together various points of view to produce comprehensive solutions. Design thinking offers an inventive approach to solving challenging problems. This research offers a comprehensive perspective and understanding of design thinking as a framework for measuring the abilities of prospective teachers. A qualitative approach with documentary content analysis methodologies produces a theoretical competency framework. The findings are then applied to pinpoint design thinking’s dimensions and indicators as pertinent competencies, such as empathy, experimentation, optimism, feedback seeking, and collaboration. These results significantly advance our knowledge of how, in the present environment, design thinking may be understood, utilized, and assessed as a critical talent. Considering the increasingly complex and dynamic characteristics of education, this research emphasizes the importance of building design thinking competencies for prospective teachers.
Keywords: assessment, conceptual framework, design thinking, teacher education
References
[1] Hathaway D, Norton P. “The design document as a strategy for making design thinking visible: Innovating practice and embedding technology.” In: Society for Information Technology & Teacher Education International Conference. pp. 1842– 1849. Association for the Advancement of Computing in Education (AACE) (2019).
[2] Micheli P, Wilner SJ, Bhatti SH, Mura M, Beverland MB. Doing design thinking: Conceptual review, synthesis, and research agenda. J Prod Innov Manage. 2019;36(2):124–48.
[3] Lor R. “Design thinking in education: A critical review of literature.” p. 2017.
[4] Farwati R, Metafisika K, Sari I, Sitinjak DS, Solikha DF, Solfarina S. STEM education implementation in Indonesia: A scoping review. International Journal of STEM Education for Sustainability. 2021;1(1):11–32.
[5] Sejati DJ, Isnaeni W, Saptono S. Analysis of high level thinking skills, character and skills of science process of high school students in project based learning. Journal of Innovative Science Education. 2021;10(2):183–92.
[6] Schneider B, Krajcik J, Lavonen J, Salmela-Aro K, Klager C, Bradford L, et al. Improving science achievement—is it possible? Evaluating the efficacy of a high school chemistry and physics project-based learning intervention. Educ Res. 2022;51(2):109–21.
[7] Riverdale, Design Thinking for Educators. 2011.
[8] Krüger M. Design thinking for German vocational schools? Discovering of an innovative approach by testing in teacher education. Open Education Studies. 2019;1(1):209–19.
[9] Becker K, Mentzer N. “Engineering design thinking: High school students’ performance and knowledge.” In: 2015 International conference on interactive collaborative learning (ICL). pp. 5–12. IEEE (2015).
[10] Glen R, Suciu C, Baughn CC, Anson R. Teaching design thinking in business schools. Int J Manag Educ. 2015;13(2):182–92.
[11] Tseng JJ, Cheng YS, Yeh HN. How pre-service English teachers enact TPACK in the context of web-conferencing teaching: A design thinking approach. Comput Educ. 2019;128:171–82.
[12] Yalçιn V, Erden Ş. The effect of STEM activities prepared according to the design thinking model on preschool children’s creativity and problem-solving skills. Think Skills Creativity. 2021;41:100864.
[13] Linton G, Klinton M. University entrepreneurship education: A design thinking approach to learning. J Innov Entrep. 2019;8(1):1–11.
[14] Henriksen D, Richardson C, Mehta R. Design thinking: A creative approach to educational problems of practice. Think Skills Creativity. 2017;26:140–53.
[15] Schallmo D, Williams CA, Lang K. “An integrated design thinking approach-literature review, basic principles and roadmap for design thinking.” In: ISPIM Innovation Symposium. pp. 1–18. The International Society for Professional Innovation Management (ISPIM) (2018).
[16] Pande M, Bharathi SV. Theoretical foundations of design thinking–A constructivism learning approach to design thinking. Think Skills Creativity. 2020;36:100637.
[17] Dijksterhuis E, Silvius G. “The design thinking approach to projects.” The Journal of Modern Project Management. vol. 4, no. 3, p. 2017.
[18] Fitzgerald T. “Documents and documentary analysis.” Research methods in educational leadership and management. vol. 3, pp. 296–308, 2012. https://doi.org/10.4135/9781473957695.n20.
[19] Ames H, Glenton C, Lewin S. Purposive sampling in a qualitative evidence synthesis: A worked example from a synthesis on parental perceptions of vaccination communication. BMC Med Res Methodol. 2019 Jan;19(1):26.
[20] Nyimbili F, Nyimbili L. Types of purposive sampling techniques with their examples and application in qualitative research studies. British Journal of Multidisciplinary and Advanced Studies. 2024;5(1):90–9.
[21] Lau J, Ioannidis JP, Schmid CH. Quantitative synthesis in systematic reviews. Ann Intern Med. 1997 Nov;127(9):820–6.
[22] Booth A, Sutton A, Clowes M, Martyn-St James M. “Systematic approaches to a successful literature review.” p. 2021.
[23] Richardson M, Garner P, Donegan S. Interpretation of subgroup analyses in systematic reviews: a tutorial. Clin Epidemiol Glob Health. 2019;7(2):192–8.
[24] Vallis C, Redmond P. Introducing design thinking online to large business education courses for twenty-first century learning. j Univ Teach Learn Pract. 2021;18(6):212–32.
[25] Šuligoj V, Žavbi R, Avsec S. Interdisciplinary critical and design thinking. Int J Eng Educ. 2020;36 no. 1A:84–95.
[26] Dosi C, Rosati F, Vignoli M. “Measuring design thinking mindset.” Proceedings of International Design Conference, DESIGN. vol. 5, pp. 1991–2002, 2018.
[27] Phanphairoj K, Waleeittipat S. Measurement scale of design thinking competency for Thai graduates’ 21st century skills. Kasetsart J Soc Sci. 2022;43(4):857–66.
[28] Rusmann A, Bundsgaard J. “Developing a test to measure design thinking.” Proceedings of the European Conference on Games-based Learning. vol. 2019- Octob, pp. 587–595, 2019.
[29] Novak E, Mulvey BK. Enhancing design thinking in instructional technology students. J Comput Assist Learn. 2021;37(1):80–90.
[30] Coleman E, Shealy T, Grohs J, Godwin A. Design thinking among first-year and senior engineering students: A cross-sectional, national study measuring perceived ability. J Eng Educ. 2020;109(1):72–87.
[31] Segal EA, Gerdes KE, Lietz CA, Wagaman MA, Geiger JM. Assessing empathy. Columbia University Press; 2017.
[32] Ginevra MC, Sgaramella TM, Ferrari L, Nota L, Santilli S, Soresi S. Visions about future: A new scale assessing optimism, pessimism, and hope in adolescents. Int J Educ Vocat Guid. 2017;17(2):187–210.
[33] Hammann M, Phan TT, Ehmer M, Grimm T. Assessing pupils’ skills in experimentation. J Biol Educ. 2008;42(2):66–72.
[34] Lai E, DiCerbo K, Foltz P. “Skills for today: What we know about teaching and assessing collaboration.” Pearson. p. 2017