Abstract
Teamwork involves different types of interactions—specifically cooperation and collaboration—that are necessary in education and many other professions. The differences between cooperation and collaboration underline the teacher’s role in influencing group dynamics, which represent both a foundation for professional design education and a prequalification for students’ competences as teachers and for critical evaluation. As a test case, we focused on the Working Together action-research project in design education for specialised teacher training in design, arts, and crafts at the Oslo Metropolitan University, which included three student groups in the material areas of drawing, ceramics, and textiles. The project developed the participants’ patience, manual skills, creativity, and abilities, which are important personal qualities for design education and innovation and represent cornerstones in almost every design literacy and business environment. The hope is that students will transform these competences to teaching pupils of all ages in their future careers.
Highlights
Is teamwork a necessary premise for success in design environments or in creative entrepreneurship? How can we facilitate innovative pedagogic models for individuals working in a group in order to achieve higher goals? To answer these questions, we consider teamwork and small communities of practice (Wenger, 1998) as important parts of training and preparing for the teaching profession, design education, where dialogue, discussion, co-working, co-exploring, and the building process itself www.FormAkademisk.org
Small communities occur when students discuss design, materials, methods, and function and when they experiment with materials and tools to develop manual skills
At Working Together, an action-research project in design education within the bachelorlevel Specialised Teacher Training in Design, Arts and Crafts at the Department of Art, Design and Drama at Oslo Metropolitan University (OsloMet) – students participated in teamwork by cooperating and collaborating on the assignments
Summary
Is teamwork a necessary premise for success in design environments or in creative entrepreneurship? How can we facilitate innovative pedagogic models for individuals working in a group in order to achieve higher goals? To answer these questions, we consider teamwork and small communities of practice (Wenger, 1998) as important parts of training and preparing for the teaching profession, design education, where dialogue, discussion, co-working, co-exploring, and the building process itself www.FormAkademisk.orgVol.14 Nr.4, 2021, Art. 7, 1-17play central roles. We consider teamwork and small communities of practice (Wenger, 1998) as important parts of training and preparing for the teaching profession, design education, where dialogue, discussion, co-working, co-exploring, and the building process itself www.FormAkademisk.org Different working methods will influence student community, develop design literacy, and stimulate innovation.
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