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.
This article examines the pedagogical potential and challenges of the design jury as an assessment method from the perceptions of the tutor/jury member and the design students. It aims to gain an understanding of the factors that create opportunities for, and barriers to, the promotion of learning in the design jury. It inquires the possible contributions of the jury into formative evaluation processes in design education. The results show that (1) the communication modalities, and (2) the evaluation criteria influence the way tutors and students perceive design jury as a pedagogical method. While the hierarchy between the jury member and the student creates a barrier to constructive feedback, a balance between formative and summative evaluations is essential in the design jury. Transparency of evaluation criteria decreases design students’ concern for grade. The design jury could also serve for formative evaluation. A student-centred approach to design jury engenders experiences of deep learning.
This study aims to analyze the factors, driven by intrinsic and/or extrinsic motivations, that affect the students' choice(s) of profession before entering the school of architecture and to reveal how the participants' perceptions of their "self-efficacy" about becoming an architect altered in parallel to the skills they acquire during their professional education. The research, based on the qualitative research methodology, is undertaken in a Bachelor of Architecture degree program in a private university in Istanbul and the data was collected through the participation of 40 undergraduate architecture students from different class levels. The data collection procedures covered four recorded focus group interviews with students at different class levels and the interview transcriptions were analyzed through qualitative content analysis. The results regarding the reasons for studying architecture has revealed that the participants are influenced by (1) their self-perceptions, which overlap with the profession-related qualities and (2) the influence of their social environment and families. It is shown that the professional education that the participants have received has improved their design skills and supported their selfefficacy beliefs in this regard, but made them feel insufficient about technical-practical skills. The research findings have implications for the students who think to study architecture, the secondary education teachers, and the administrators and instructors of schools of architecture for various reasons: by uncovering the interrelated dynamics and requirements of the architectural profession and education, these findings may guide the attempts to choose a profession compatible with individuals' capabilities and orientations and to structure a balanced architectural curriculum.
Bangladesh has a highly complicated education system with a wide variety of institutions in both primary and secondary levels. The total number of students in primary and secondary level is higher than 25 million. This huge system need to forecast the future for the sake of all stakeholders' students, parents, teachers alike. This study aims to inquire trends that shaping the future of education in Bangladesh. For this aim trends analysis was used. Trend analysis is a technique to scan drivers of change and supports as a baseline to create new ideas or policymaking for the future. This s a qualitative study therefore, natural observations (N=3) and interviews (N=16) are major tools for data gathering. As a result, this study provides information for major trends that shaping the future of primary and secondary schools in Bangladesh. According to the results of the study, there are two main trends. These are (1) Poverty and (2) Knowledgeintensive economy. Poverty theme has three subthemes: (1.1) Population, (1.2) urban poverty and (1.3) child poverty, respectively. Lastly, Skills for the future of work is subtheme of Knowledgeintensive economy.
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