Pre-service teachers as designers in the context of advertising literacy education

Abstract

The present study describes how teacher design teams (TDTs) in pre-service education were set up to create in-school programs about advertising. A multiple case-study design was employed to reveal what kinds of input-, process-, and output-related factors facilitate or hinder the collaboration of three voluntarily participating teams of pre-service teachers. By combining pre-TDT questionnaire data with an analysis of audiorecorded team design discussions and reflective data collected after the design process, we found that the participating student teachers (1) were unfamiliar with design assignments at the start of the project, but were all intrinsically motivated to take part; (2) especially express practical concerns when designing learning materials, and (3) argue that TDTs positively contribute to their professional development. As this study revealed both facilitating and hindering factors, recommendations for future organization of and research on TDTs in pre-service education are offered.

Knowledge generation between design, data and theory

“…Beyond the categories by Hoadley & Campos, it becomes clear that it is not only the intervention itself that emerges as a practical outcome, but also specific materials that can be used in related contexts (Adams et al 2020;Brahm, 2017;Euler & Collenberg, 2018;Hanke et al, 2021;Sloane & Krakau, 2021). Sloane (2017) points out that knowledge of situations is not only codified in principles, but also "incorporated in the material developed in the design process" (Sloane, 2017, p. 18).…”

“…Other challenges arise from the complexity of design and implementation processes: In several of the studies, the underlying projects follow design cycles on different levels. For example, there are two studies on Teacher Design Teams (TDT) supported by events, instructions or cooperation with researchers (Adams et al, 2020;Bogaerds-Hazenberg et al, 2020). While in one study, the TDT design itself is the focus, in the other, the focus is on artefacts designed by the TDTs.…”

Transition from Physical Design Studio to Emergency Virtual Design Studio. Available Teaching and Learning Methods and Tools—A Case Study

“…Inspired by Adams, Rotsaert, Schellens, and Valcke [33], the ADDIE-model [34] was used to structure the redesign process of transforming the existing PDS into an emergency VDS (see Figure 1). The A of the acronym ADDIE stands for Analysis.…”

“…To combine forces, a Teacher Design Team [32] of experienced architecture lecturers was set up in this study to make sure that the design and development of the emergency VDS happened in a systematic way. In this respect, future similar practices are advised-whether or not in a crisis situationto opt for the same (re)design procedure, whereby the ADDIE-model can function as a concrete step-by-step plan [33,34]. Following such-like step-by-step procedure to (re)design an entire course-or simply one lesson-bears witness to having a mindset of a lifelong learner.…”