Celebrating the variety, fighting the confusion: An integrative review of the design teacher’s pedagogical roles

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7 Citations (Scopus)

Abstract

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 scrutiniz-ing 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 appre-ciate their roles and strategies in their design studio courses.

Original languageEnglish
Pages (from-to)243-287
Number of pages45
JournalArt, Design and Communication in Higher Education
Volume20
Issue number2
DOIs
Publication statusPublished - 1 Oct 2021

Bibliographical note

Publisher Copyright:
© 2021 Intellect Ltd Article. English language.

Funding

This study (Project ID: MGA-2020-42555) was supported by Scientific Research Projects Department of Istanbul Technical University.

FundersFunder number
Istanbul Teknik Üniversitesi

    Keywords

    • Design education
    • Design pedagogy
    • Design studio
    • Design studio education
    • Design studio teachers
    • Pedagogical roles

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