[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600339-105":59,"doc-detail-600339-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","how-to-support-teachers-in-becoming-teachers-as-designers-of-student-centred-approaches","How to support teachers in becoming teachers as designers of student-centred approaches","","This article presents a design-based research (DBR) methodology for developing a teacher professional development intervention that helps educators become designers of student-centred e-learning activities. The intervention was tested at Gulu University and Maseno University, resulting in a set of activities and tools plus six design principles for future implementations. Findings indicate that becoming a designer requires shifts in teachers’ understanding of practice and the adoption of teachers as designers (TasD) mindsets, with further work needed to conceptualise and compare related epistemological traditions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/how-to-support-teachers-in-becoming-teachers-as-designers-of-student-centred-approaches/600339/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/how-to-support-teachers-in-becoming-teachers-as-designers-of-student-centred-approaches/600339.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the article propose for teacher professional development?","Question",{"text":112,"@type":113},"It proposes a design-based research (DBR) methodology to build a professional development intervention that supports teachers in becoming designers of student-centred e-learning activities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Where was the intervention tested and what was produced?",{"text":117,"@type":113},"The intervention was tested at Gulu University and Maseno University, and the study recommended activities and tools along with six design principles for future interventions.",{"name":119,"@type":110,"acceptedAnswer":120},"What key change is needed for teachers to act as designers?",{"text":121,"@type":113},"Teachers need to transform how they understand their practice and develop teachers as designers (TasD) mindsets.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600339,1792119007,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","How to support teachers in becoming teachers as designers of student-centred approaches  \nHeillyn Camacho, Aalborg University, Denmark  \nLone Dirckinck-Holmfeld, Aalborg University, Denmark  \nGeoffrey Tabo, Gulu University, Uganda  \nAbstract  \nThis article presents a design-based research (DBR) methodology to develop a teacher professional development intervention that is aimed at helping teachers become designers of student-centred e-learning activities. The intervention was tested at Gulu University (GU) and Maseno University (MU), and a set of activities and tools, as well as six design principles, were recommended for future interventions. The findings suggest that becoming a designer requires teachers to transform their understanding of their practices and to develop teachers as designers (TasD) mindsets. Further research is needed to conceptualise these mindsets and to map and compare the epistemological traditions of learning, design and teaching practices.  \nKeywords  \nTeachers as designers, learning design, design for learning, design process, designerly ways of thinking, student-centred learning.  \nIntroduction  \nAt different levels, teachers are increasingly tasked with designing contexts, frameworks, tools, technologies, learning environments (i.e. physical and digital) and learning activities to prepare their students for a constantly changing world. Teachers must cope with twenty-first century learning and teaching dynamics, which demands a paradigm shift from teacher-and curriculum-centred approaches to learner-centred and problem-oriented approaches. The integration of new technologies demands that teachers not only prepare students for meeting the demands of Industry 4.0 regarding competences and knowledge but also incorporate these emerging technologies into their teaching practices to support and foster learning, which requires changing their pedagogical and teaching methods (Miranda et al., 2021) .  \nTo address these new educational challenges, teachers need to develop new competences and ways of acting. A promising approach is the incorporation of design in the educational field – particularly emphasising teaching as a design profession (Laurillard, 2012; Warr & Mishra, 2021), with a specific request for teachers to become designers. When there is considerable research scaffolding teachers in their designer roles, for example, focusing on methodologies (Conole, 2014; Conole & Weller, 2008), tools (Yeoman & Carvalho, 2019), design process (Camacho et al., 2018; Young & Perovic, 2018) and patterns (Goodyear, 2005) to guide/support teachers to create designs, we know that some teachers do not perceive themselves as designers and face challenges in applying design principles to their practice (Camacho et al., 2018) . To explore and empower teachers to approach educational problems as design challenges, more research is needed. This research should not only focus on providing teachers with methodologies, tools and processes for applying design in their teaching practice but also help shape their role as designers and provide tools to aid in this process.  \nIn this theory-based and empirically tested work, we seek to contribute to design interventions to support teachers in becoming teachers as designers (TasD) . We explore two questions: What is required for teachers in higher education to view themselves as designers? How can professional development activities prepare teachers to become TasD? The empirical work in this study was conducted in two universities in the East African region.  \nThis article is structured into six sections. First, we explore how the literature outlines design and education to better develop and conceptualise TasD and review key academic work on TasD. Second, we present our research methodology: design-based research (DBR) . Third, we illustrate the design of the intervention (prototype) . Fourth, we share the experience of conducting the intervention at Gulu University (GU) in Uganda","cbCaig4INPPORUXk","https://ap.wps.com/l/cbCaig4INPPORUXk","pdf",873924,21,"English","# Introduction\n## Teachers as designers (TasD)\n# Research methodology (DBR)\n## Intervention prototype\n## Intervention experiences at Gulu University and Maseno University\n# Design principles and conclusion","[{\"question\":\"What does the article propose for teacher professional development?\",\"answer\":\"It proposes a design-based research (DBR) methodology to build a professional development intervention that supports teachers in becoming designers of student-centred e-learning activities.\"},{\"question\":\"Where was the intervention tested and what was produced?\",\"answer\":\"The intervention was tested at Gulu University and Maseno University, and the study recommended activities and tools along with six design principles for future interventions.\"},{\"question\":\"What key change is needed for teachers to act as designers?\",\"answer\":\"Teachers need to transform how they understand their practice and develop teachers as designers (TasD) mindsets.\"}]","How to support teachers in becoming teachers as designers of student-centred approaches | PDF",1792090493,53]