Abstract
Design education is continuously evolving, especially in how educators foster creative thinking. The effectiveness of faculty in delivering quality teaching is a significant challenge within a multidisciplinary design school. Some faculty highly prioritise innovative pedagogical techniques and interactive learning environments, while others rely on traditional methods, needing more dynamism to inspire and empower aspiring designers. The differences in teaching approaches among faculty have a significant impact on students' learning and aspirations, at times leading to a decrease in their trust in both their faculty and the institution. Addressing this matter requires a joint effort from faculty and institutional leadership. Hence, this study employed a mixed-method approach to examine pedagogical differences in design education. Surveys and interviews were used to gather data from faculty with teaching experience ranging from one to fifteen years to understand disparities and inform more equitable teaching practices. In addition, comprehensive desk research was conducted to analyse the pedagogical approaches and their evolution from the Bauhaus era to the present, encompassing various socio-economic and cultural contexts. The study analysis showed that Professional development initiatives, including workshops and mentorship programs, can provide the tools and support needed to enhance teaching skills and expertise. Design schools should help build a cohesive culture that prioritises recruiting and retaining faculty committed to engaging in innovative teaching practices. Regular feedback from faculty members and fostering a sense of community and collaboration can help highlight areas for improvement and encourage a culture of continuous growth and progress.
Author Information
Elizabeth Jerome, Atlas SkillTech University, India
Paper Information
Conference: KCE2024
Stream: Professional Training
This paper is part of the KCE2024 Conference Proceedings (View)
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To cite this article:
Jerome E. (2025) Navigating Pedagogical Disparity: Faculty Approaches and Tools for Enhancing Teaching Skills ISSN: 2759-7563 – The Korean Conference on Education 2024: Official Conference Proceedings (pp. 467-479) https://doi.org/10.22492/issn.2759-7563.2024.36
To link to this article: https://doi.org/10.22492/issn.2759-7563.2024.36
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