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Teacher design thinking and practiceimplications for learning design /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teacher design thinking and practiceby Lori Lockyer ... [et al.].
其他題名:	implications for learning design /
其他作者:	Lockyer, Lori.
出版者:	Singapore :Springer Nature Singapore :2025.
面頁冊數:	xviii, 189 p. :ill. (some col.), digital ;24 cm.
Contained By:	Springer Nature eBook
標題:	Teaching.
電子資源:	https://doi.org/10.1007/978-981-95-1950-7
ISBN:	9789819519507$q(electronic bk.)

Teacher design thinking and practiceimplications for learning design /
Teacher design thinking and practiceimplications for learning design /[electronic resource] :by Lori Lockyer ... [et al.]. - Singapore :Springer Nature Singapore :2025. - xviii, 189 p. :ill. (some col.), digital ;24 cm.

Teachers as learning designers -- A conceptual framing for teachers as designers -- Approaches for investigating teacher design thinking and practice -- The context of teacher design work -- The role of experience in teacher design processes -- Teacher design thinking characteristics -- Expert design thinking demonstrated by teachers -- Designing for teaching with digital technology -- An evidence-based model to support teacher design thinking -- Teacher design practice current understanding and future directions.

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.

ISBN: 9789819519507$q(electronic bk.)

Standard No.: 10.1007/978-981-95-1950-7doiSubjects--Topical Terms:

179798
Teaching.

LC Class. No.: LB1028.38

Dewey Class. No.: 371.3

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520 $a 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.
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