CoChat
Sign Up
Cited by 554Teacher Education and Leadership StudiesEvaluation of Teaching PracticesDesign Education and Practice

The DOI matches its Crossref record.

Teaching as a Design Science

Laurillard, Diana·2013·Routledge eBooks
DOI 10.4324/9780203125083
Open this paper in CoChat — free account

Abstract

Teaching is changing. It is no longer simply about passing on knowledge to the next generation. Teachers in the twenty-first century, in all educational sectors, have to cope with an ever-changing cultural and technological environment. Teaching is now a design science. Like other design professionals – architects, engineers, programmers – teachers have to work out creative and evidence-based ways of improving what they do. Yet teaching is not treated as a design profession. Every day, teachers design and test new ways of teaching, using learning technology to help their students. Sadly, their discoveries often remain local. By representing and communicating their best ideas as structured pedagogical patterns, teachers could develop this vital professional knowledge collectively. Teacher professional development has not embedded in the teacher’s everyday role the idea that they could discover something worth communicating to other teachers, or build on each others’ ideas. Could the culture change? From this unique perspective on the nature of teaching, Diana Laurillard argues that a twenty-first century education system needs teachers who work collaboratively to design effective and innovative teaching.

Overview

Integrity signals

Registry

Crossref · 10.4324/9780203125083

Cites

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Citations

Cites

Still being checked.

Cited by

Sorted by citations

Items 501–554 of 554

Related

See all

Metadata

Authors
Laurillard, D.
Affiliations
University of London (GB)
Corresponding author
Laurillard, Diana
ORCID
Laurillard, Diana
Venue
Routledge eBooks
Publisher
Routledge
Published
2013-06-19
DOI
10.4324/9780203125083
OpenAlex
W4232022303
Cited by
487
References
0
Citations by year
2026: 81 · 2025: 61 · 2024: 39 · 2023: 56 · 2022: 44 · 2021: 40 · 2020: 30 · 2019: 42 · 2018: 27 · 2017: 18 · 2016: 22 · 2015: 16 · 2014: 7 · 2013: 4
FWCI
13.38
Type
book
Language
en
Open access
closed
Locations
Routledge eBooks (publishedVersion)
Funders
Economic and Social Research Council (ES/K005545/1)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Evaluation of Teaching Practices
  • Physical Sciences › Engineering › Mechanical Engineering › Design Education and Practice
Keywords
pedagogical patterns, teacher professional development, collaborative teacher learning, educational technology, teacher professional knowledge, design thinking education, educational innovation, teacher knowledge sharing

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review