赞美多样性,对抗困惑:设计教师教学角色的综合评价

Pelin Efilti, K. Gelmez
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引用次数: 3

摘要

理解设计工作室教师在促进学习过程和改进教学方法方面的作用是困难的,但至关重要。在这方面,设计工作室教师在设计教育文献中的角色被视为相当分散。在本研究中,通过考察设计教师在学习过程(认知、情感和心理运动)框架内的教学作用,对研究进行了综合文献综述。本系统综述旨在总结有关设计教师教学角色的文献,并仔细审查和绘制设计教师教学作用在学习过程中的贡献。通过雷达图分析了所审查的文章对学习过程的重要性。从批判性的角度来看,这篇综述有望有助于培养设计教师的实践能力,并为设计教育文献提供信息。通过这一点,设计教师可以通过本研究中提供的映射获得信息,他们也可以明确地理解自己在设计工作室课程中的角色和策略。
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Celebrating the variety, fighting the confusion: An integrative review of the design teacher’s pedagogical roles
It is difficult, but crucial, to understand the roles of design studio teachers to facilitate the learning processes and improve the teaching approaches. In this respect, the roles of design studio teachers in design education literature are seen rather dispersed. In this study, an integrative literature review of studies was conducted by examining pedagogical roles of design teachers within the frame of the learning processes (cognition, affection and psychomotor). This systematic review aims at wrapping up the literature on the design teacher’s pedagogical role and scrutinizing and mapping the contribution of the design teacher’s pedagogical role in learning processes. The articles reviewed were analysed in terms of their importance given to learning processes through the radar charts. With a critical lens, this review is expected to contribute both to nurture the practice of design teachers and to inform design education literature. Via this, design teachers can get informed and through the mappings offered in this study, and they can also explicitly appreciate their roles and strategies in their design studio courses.
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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
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