Integrating the discourse on teachers and design: An analysis of ten years of scholarship. (March 2021)

• Record Type: Journal Article
• Authors: Warr, Melissa; Mishra, Punya
• Is Part Of: Teaching and teacher education. Volume 99(2021)
• Publication Date: 2021-03
• Subjects: Design -- Participatory design -- Learning design -- Curriculum design -- Social network analysis; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2020.103274
• Languages: English
• ISSNs: 0742-051X

Abstract

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. Highlights: We analyzed ten years of highly-cited scholarship on teachers and design. A content analysis resulted in 10 strands of work around teachers and design. Co-authorship and citation network analyses provided a more nuanced perspective. Each strand presented what, who, when, and why teachers design in different ways. Viewing teaching as a design profession can enable new directions for teacher education research and practice.