Abstract:

This research was carried out with two groups of teachers who were invited to reflect on their teaching practices and present a Visual Design of a pedagogical action based on Design devices that helped to explain and describe processes. We describe here a pre-test carried out with 124 teachers and then a more in-depth analysis with 14 teachers and analyse how Design artifacts, built from different approaches of Educational Design helped to evidence their actions, reactions and challenges and thus contributed or not to design propositions to transform and improve this practice.

The following approaches of Educational Design were used for the analysis: ADDIE (Analysis, Design, Development, Implementation and Evaluation), the Design Thinking, Critical and Speculative Design and Design Justice and Design Science Research. The elements highlighted in the artifacts of each approach was: The organization and process description (ADDIE), Inductive, Deductive and Abductive moments (Design Thinking and Design Research), Listening and CoDesign strategies with the various actors involved (Design Justice), Creation of radical fictional and artistic situations.

From the approaches, we made a qualitative content analysis of the pedagogical proposals built by these teachers with the support of the frameworks and interactives. Qualitative analysis software was used to identify the controversies and this evaluation was guided by the following questions.
- Which stages was presented in its development? Were they clear and coherent? Did the visualization artefacts contribute to reflection on practice?
- Were they able to experience a critical and radical perspective using artistic and fictional expression as an exercise in speculation?
- Were several iterated versions made and were they properly recorded and tested?
- Listening and participation of community actors.

Most of the proposals built and analyzed achieved a very explicit visual representation regarding the time and type of activity and resources used and proposed. They also used strategies that showed the type of educational approach present in those practices. The greatest challenge was to move from a more expository logic to more propositional actions. They also had difficulty in breaking out of the more inductive logic and exploring more deductive and abductive models.

84% of the teachers reported this difficulty, but this was interesting because it meant that the exercises in Design as a support for reflection made them aware of these controversies. Many used other names and practices for the Design approaches used, but they recognized the relevant elements as the importance of listening and the teaching proposal as a research and improvement of teaching and learning models. The approach that caused the greatest estrangement was Speculative Design, as the idea of starting from fictional worlds or radical art was considered too abstract for education.

The next steps are to improve the frameworks and devices of design used to help with examples and inspirations for the teacher to expand his repertoire of possibilities with reusable and open creative examples that can contribute to understand the potential of design and from this to improve the design of their own practice of teaching.

Keywords:

Educational Design, Design Approaches, Teacher practice, Frameworks.