Abstract:

In this study we investigated if applying the design thinking approach in teacher professionalization interventions was suitable for developing skills related to educational quality and innovation. In addition we investigated how teachers experienced the design thinking approach. 20 participants from different faculties with diverse expertise and backgrounds took part in an educational innovation program which used the design thinking approach (15 women, 5 men). Data was collected via a questionnaire prior to the start of the program and via a questionnaire and a group interview after the program finished. Skills related to educational quality and innovation were measured by using various questionnaires. The pre- and post-survey was completed by 15 participants. The group interview was attended by 16 participants. Overall, it seemed that the design thinking approach can be successfully implemented in selected teacher professionalization interventions as it supported the development of various skills related to educational quality and innovation. Especially skills like innovative behavior, empathy and creativity. Generally, design thinking offered teachers a broad toolkit for solving complex problems. Although sceptic at the start, teachers regarded working together in a team, thinking outside the box and taking the end-user as the starting point as very important facilitators and benefits. Some factors were considered as hindering i.e. the time intensive nature of the method and keeping the overview during the whole process. Overall however, teachers indicated that the benefits outweighed the experienced hindering factors. In conclusion, design thinking seems a powerful professionalization-approach to develop an innovative and creative way of thinking that stimulates sustainable development and innovation in education.

Keywords:

Design thinking, educational innovation, teacher professionalisation.