Towards Pedagogical Design Thinking: Exploring the Role of Scaffolding in Pre-Service Teachers Development as Learning Designer

Abstract

In today's educational context, teachers are expected to design meaningful learning experiences that respond to diverse learning needs. Yet, pre-service teacher education programs often emphasize prescribed knowledge and lesson planning, preparing teachers more as implementers than as reflective designers of learning. Design Thinking (DT) offers potential to foster creativity, empathy, and problem-solving. However, existing DT models are either overly procedural or too open-ended, creating challenges for novice teachers without structured support. This research proposes a scaffolding framework that conceptualizes and integrates two novel supports for PSTs: Noticing-with-Video-based-Student-Personas to strengthen empathy and problem framing skills, and Expert Modelling to guide ideation and prototyping. Using a Design-Based Research approach, the research aims at conceptualizing and designing scaffolds and understanding how scaffolds influence DT processes and pedagogical reasoning of PSTs. The expected outcome is a validated scaffolding framework for Pedagogical Design Thinking that advances teachers as designers of learning, which can also inform design guidelines for teacher education programs.