Keyword: teaching practice

ABSTRACT: This study investigates teachers’ reasoning around implementing generative AI (GenAI) in education. It aims to increase understanding of the importance of collective negotiation of trust that arises when teachers collectively explore generative AI as a pedagogical tool for teaching and learning. Data collected through a longitudinal focus group study comprising four workshops and two SWOT analyses conducted over nine months were analyzed using inductive thematic analysis. Trust was used as a theoretical lens to interpret the results. The results indicate that teachers negotiate trust in generative AI at three levels. At the instrumental level, negotiations concern the usability of the tool in terms of quality and efficiency, the reliability of different tools, and regulatory limitations on their use. At the pedagogical level, negotiations emerge overtrust in human–AI communication and interaction, focusing on linguistic precision and the importance of human presence in learning, alongside discussions about future teacher proficiency. At the systemic level, negotiations about trust occur in relation to beliefs about a future educational context and the teacher’s role within it, where reasoning about the socializing function of education becomes evident. The study emphasizes the importance of continuous professional dialogue and critical reflection to build collective trust in generative AI as an educational tool and ensure a responsible integration into the teaching practice. The research highlights the need for balanced, well-founded approaches to this integration, involving negotiations of trust across multiple levels and perspectives.

ABSTRACT: Previous research has suggested that Visual Thinking Strategies (VTS) practices positively impact student performance and if so they may also affect teacher performance. The purpose of this study was to explore VTS on teachers’ perceptions of their general teaching practice. A qualitative, multiple case study was conducted to investigate the experience of teachers using VTS. Eligible teacher participants were identified through the VTS Organization and the Watershed Collaborative. The two cases – teachers practicing VTS in Kindergarten Grade 12 (K-12) setting and teachers practicing in VTS outside of the K-12 setting – were investigated separately and then compared in a crosscase analysis. An analysis of the data indicated that using VTS in teaching relates to a humanistic teaching style. These findings have implications for educators and educational institutions wishing to implement humanistic teaching practices and raise further questions pertaining to VTS and humanistic education practices that might be explored through future research.

ABSTRACT: Amid the COVID-19 pandemic, design education experienced a significant shift as traditional studio teaching went online. This transition coincided with industry demands for adaptable, technology-proficient graduates prepared to work and collaborate as part of a decentralized workforce. This study examines how design educators in seven countries adapted their post-pandemic studio pedagogy to align with these industry needs. An online survey was used to efficiently reach the wide, geographically dispersed participant pool of educators. Findings indicate a rising acceptance of online technologies in studio teaching. The majority of design educators are now incorporating online elements into their design teaching. Pre-recorded lectures, online feedback and critique sessions, self-paced learning activities, and the use of cloud-based collaboration tools are among the most frequently employed methods. Nearly a third of surveyed educators are even considering teaching fully online design courses. This shift reflects a forward-thinking approach aimed at better aligning design education and industry. However, the study also highlights the importance of remaining open to disruptive technologies like generative artificial intelligence which is currently reshaping the design industry and work practices.