Challenges and Opportunities for enhancing PETE programmes through Digitally-Based Design Thinking

Background and PurposePhysical Education Teacher Education (PETE) student teachers are Generation Z (McCrindle, 2017) or digital natives (Prensky, 2001). This generation enjoys a duplication of space (Author, 2017) where... [ view full abstract ]

Background and Purpose

Physical Education Teacher Education (PETE) student teachers are Generation Z (McCrindle, 2017) or digital natives (Prensky, 2001). This generation enjoys a duplication of space (Author, 2017) where lives unfold simultaneously in both real and virtual worlds. Additionally, Connectivism (Siemens, 2005) postulates that current generations are now learning in new ways, where knowledge flows through a network and the knowledge holders or nodes are moving constantly. Subsequently, PETE needs to consider that developing new innovative curricula, pedagogies and assessment can be co-created with PETE stakeholders. To this end, the empathy–driven design thinking (DT) process (Goligorsky, 2012) presents as a potential underexplored dynamic, which uses divergent and convergent exercises to co-develop solutions to wicked problems (Buchanan, 1992). In a novel execution of DT, this paper presents a DT workshop bridging both the real and virtual world when developing an innovative approach to school placement. 

Method

This action research project utilised the DT approach in both data collection and analysis. The process was further enabled by Skype business, Skype, Facetime and Twitter.  It centred on one European case study [Portugal and Ireland] which comprised stakeholders in two universities. An inductive form of grounded theory was used to analyse data supported by Voyant technology.

Findings

Results indicate that participants found it difficult initially to engage with the DT process as they had not experienced the optimistic and open-minded DT approach before. The workshop leaders’ growth mindset (Dweck, 2006) allowed to creatively overcome in situ the emerging technological obstacles for enhanced engagement between participants and leaders.

Conclusion

Aligning this theory to the DT approach, on a Digitally-Based DT, holds a significant potential to expand and enhance the way PETE programmes use their inherent networks to develop a global classroom experience for PETE students and stakeholders which can drive innovation.