Akademik Veri Yönetim Sistemi
The 7th International Conference for Design Education Researchers, London, İngiltere, 29 Kasım - 01 Aralık 2023, ss.1-9
Not all design teachers receive particular pedagogical training focusing on what and how they can teach students in the studio. Hence, their pedagogical approaches are mainly shaped by their intuitions, experiences, awareness, and talent. This study asks how it would be if (future) design educators had a chance to get training in design pedagogy. Starting with this question, it embraces PhD course “Design Pedagogy” as an opportunity to investigate the reflections of being informed about design pedagogy on graduate students. Thus, semi-structured interviews were conducted with seven participants enrolled and succeeded in the course. Qualitative data were analysed by conducting qualitative content analysis and interpreted accordingly. Findings were presented under three topics: “mystery of the studio solved”, “new understandings, new teachers” and “sense of community”. It was found that there are considerable changes in pedagogical approaches of participants, empowering them in different aspects and having further impacts on their psychological, social, and pedagogical well-being. Aiming to offer new perspectives for design graduate education, present inquiry discusses the potential of design pedagogy as a part of design PhD programs, emphasises the importance of pedagogical well-being, and points out promising benefits of peer mentoring in graduate education in design.