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Design Thinking and Immersive Professional Learning in Teacher Education: Cultivating Pedagogical Empathy

Design Thinking and Immersive Professional Learning in Teacher Education: Cultivating Pedagogical Empathy

Susan E. Crichton, Deb Carter
Copyright: © 2017 |Pages: 23
ISBN13: 9781522516682|ISBN10: 1522516689|EISBN13: 9781522516699
DOI: 10.4018/978-1-5225-1668-2.ch002
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MLA

Crichton, Susan E., and Deb Carter. "Design Thinking and Immersive Professional Learning in Teacher Education: Cultivating Pedagogical Empathy." Teacher Education for Ethical Professional Practice in the 21st Century, edited by Oliver Dreon and Drew Polly, IGI Global, 2017, pp. 25-47. https://doi.org/10.4018/978-1-5225-1668-2.ch002

APA

Crichton, S. E. & Carter, D. (2017). Design Thinking and Immersive Professional Learning in Teacher Education: Cultivating Pedagogical Empathy. In O. Dreon & D. Polly (Eds.), Teacher Education for Ethical Professional Practice in the 21st Century (pp. 25-47). IGI Global. https://doi.org/10.4018/978-1-5225-1668-2.ch002

Chicago

Crichton, Susan E., and Deb Carter. "Design Thinking and Immersive Professional Learning in Teacher Education: Cultivating Pedagogical Empathy." In Teacher Education for Ethical Professional Practice in the 21st Century, edited by Oliver Dreon and Drew Polly, 25-47. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1668-2.ch002

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Abstract

Through their personalized practices, experienced educators develop two professional acts: knowing-in-action and reflecting-in-action. Novice educators grapple to understand these actions when witnessing experienced educators choose to adopt/adapt new technologies, differentiate instructional strategies, or promote new educational reforms into their classrooms. Using a design-based research approach, the authors' work suggests novice educators may require immersive professional learning opportunities to develop pedagogical empathy. Pedagogical empathy means fostering a receptiveness of other educators' professional choices (empathy) based on known theories, methods and practices of teaching and learning (pedagogy). The authors discuss their findings when introducing a human-centered design thinking process using a design challenge, collaborative prototyping, and multiple levels of reflection with experienced and novice educators. This chapter shares two years of research informed experience with educators at various stages of their careers in both western Canada and Tanzania.

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