Abstract
Recent research in technology-enhanced learning environments has indicated the need to redefine the role of teachers as designers. This supports successful learners better able to adapt to twenty-first century education, in particular STEM education. However, such a repositioning of teaching as a design science challenges teachers to reconceptualize educational practice as an act of design, not in the artistic meaning of the word. Our recent research finding also indicated that teacher design knowledge (TDK) processes are often invisible to both the teacher educators and the teachers. To respond to these challenges, this paper will define TDK for STEM teachers by making TDK visible in the form of a TDK competency taxonomy. A systematic literature review was conducted to identify the characteristics of teaching practices in technology-enhanced learning environments. This TDK competency taxonomy consists of four main categories drawing on existing literature on teacher design work and teacher instructional design: data practice, design practice, knowledge creation practice, and professional teaching practice. The implications of these findings were discussed.
Highlights
Our recent systematic review of the design work of STEM teachers (Kim, 2019) indicates that much of the difficulty stems from the fact that the term of teacher design knowledge (TDK) has not yet been clearly defined
The review shows that there is active debate and discussion around key questions such as: How is teacher design knowledge (TDK) defined? How does TDK relate to STEM education? Who are designers in STEM teaching? To respond to these questions, this paper aims to develop the taxonomy of TDK competencies drawing upon current educational efforts in line with the increasingly design nature of STEM teaching and learning
Drawing upon current educational efforts in line with the increasingly design nature of STEM teaching and learning, this systematic review investigated the taxonomy of TDK competencies to make TDK processes visible both the STEM teacher educators and the STEM teachers
Summary
How can we empower teachers to become more engaged in designing innovative technology-enhanced learning activities for deep student learning? There is a growing consensus that greater teacher engagement in design tasks leads to greater student achievements in Science, Technology, Engineering, and Mathematics (STEM). Little attention has been paid to developing teacher education programs to support teacher design learning. The review shows that there is active debate and discussion around key questions such as: How is teacher design knowledge (TDK) defined? To respond to these questions, this paper aims to develop the taxonomy of TDK competencies drawing upon current educational efforts in line with the increasingly design nature of STEM teaching and learning The review shows that there is active debate and discussion around key questions such as: How is teacher design knowledge (TDK) defined? How does TDK relate to STEM education? Who are designers in STEM teaching? To respond to these questions, this paper aims to develop the taxonomy of TDK competencies drawing upon current educational efforts in line with the increasingly design nature of STEM teaching and learning
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