Changing pedagogic identities of tutors and students in the design studio: Case study of desk and peer critiques

D. Yorgancıoğlu, Sevinç Tunalı
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引用次数: 9

Abstract

This article explores the tools and processes of effective learning in the design studio with a special emphasis on the pedagogic roles of the tutors and the students in desk critique and peer critique. It aims to identify the ways that pedagogical roles of the tutor and the student change due to the nature of their communication and the degree of their engagement in learning processes. The inquiry is based on the findings of a qualitative case study involving tutors, students and graduates from a bachelor of architecture degree programme. Data were gathered via focus group and in-depth interviews, studio observations and analysed through qualitative content analysis. The findings indicated that the pedagogic identity of a tutor could help scaffold the formation of a community of learners in the design studio. However, the lack of negotiation and trust between a tutor and students in the feedback processes weakens the students’ effective learning experiences.
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设计工作室中教师和学生的教学身份的变化:书桌和同行批评的案例研究
本文探讨了设计工作室中有效学习的工具和过程,特别强调了导师和学生在书桌批评和同伴批评中的教学角色。它旨在确定教师和学生的教学角色因其交流的性质和他们在学习过程中的参与程度而变化的方式。调查是基于定性案例研究的结果,涉及建筑学士学位课程的导师、学生和毕业生。通过焦点小组和深度访谈、工作室观察收集数据,并通过定性内容分析进行分析。研究结果表明,导师的教师身份有助于在设计工作室中形成学习者社区。然而,在反馈过程中,导师与学生之间缺乏协商和信任,削弱了学生有效的学习体验。
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来源期刊
CiteScore
1.50
自引率
0.00%
发文量
9
期刊最新文献
‘How can I say this politely?’: Remodelling peer critiquing in design education and revealing compassionate critiques Identity and empathy: Pushing boundaries and transgressing barriers Introduction to Design Education: Theory, Research, and Practical Applications for Educators, Steven Faerm (2023) A photo-elicitation as an arts-based method for exploring the experiences of LGBTQ+ students in higher education in Ireland Access and Widening Participation in Arts Higher Education
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