The DOI matches its Crossref record.
Teaching as a Design Science
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
Cites
Statistics
Verification
Claims the paper makes
Citations
Cites
Still being checked.
Cited by
Sorted by citations
Kidd, W., & Murray, J. (2020) · European Journal of Teacher Education · doi:10.1080/02619768.2020.1820480 · Cited by 352
What Does Professional Digital Competence Mean in Teacher Education?
Lund, A., Furberg, A., Bakken, J., & Engelien, K. L. (2014) · Nordic Journal of Digital Literacy · doi:10.18261/issn1891-943x-2014-04-04 · Cited by 209
Mor, Y., Ferguson, R., & Wasson, B. (2015) · British Journal of Educational Technology · doi:10.1111/bjet.12273 · Cited by 194
Car, L. T., Kyaw, B. M., Dunleavy, G., Smart, N. A., Semwal, M., Rotgans, J. I., Low‐Beer, N., & Campbell, J. (2019) · Journal of Medical Internet Research · doi:10.2196/12945 · Cited by 190
Combining human and artificial intelligence for enhanced AI literacy in higher education
Tzirides, A. O. (., Zapata, G., Kastania, N. P., Saini, A. K., Castro, V., Ismael, S. A., You, Y.-L., Santos, T. A. D., Searsmith, D., O'Brien, C., et al. (2024) · Computers and Education Open · doi:10.1016/j.caeo.2024.100184 · Cited by 268
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
- 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
