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International Journal of Technology and Design Education

Erschienen in:

06.07.2022

A closer look into pedagogical roles of supporting staff in design studio courses: the case of research assistants in Turkey

verfasst von: Pelin Efilti, Koray Gelmez

Erschienen in: International Journal of Technology and Design Education | Ausgabe 3/2023

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Abstract

Supporting staff, as research and teaching assistants, in higher education carries significant pedagogical responsibility, especially in practice-based domains. In this respect, understanding the pedagogical roles of these participants of design studio courses is particularly critical. This study aims to investigate the research assistants’ pedagogical roles within design studio courses in Turkey through an exploratory sequential mixed method. Adopting a phenomenographic approach, the exploratory study, relying on semi-structured and in-depth interviews, was conducted with the voluntary participation of twenty-six research assistants from industrial design departments. Sequentially, a survey study was conducted to support the exploratory study. The findings show that there appear fifteen roles of research assistants, both pedagogical and non-pedagogical, active and passive teaching approaches, in-studio and out-of-studio contexts. The pedagogical roles were also discussed and mapped to compare with each other.

Vorheriger Artikel Gender differences in engineering students’ understanding of professional competences and career development in the transition from education to work

Nächster Artikel Shutting the studio: the impact of the Covid-19 pandemic on architectural education in the United Kingdom

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The initial findings of this survey was presented in LearnxDesign 2021 6th International Conference for Design Education Researchers Conference (see Gelmez et al., 2021).

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Titel: A closer look into pedagogical roles of supporting staff in design studio courses: the case of research assistants in Turkey
verfasst von: Pelin Efilti
Koray Gelmez
Publikationsdatum: 06.07.2022
Verlag: Springer Netherlands
Erschienen in: International Journal of Technology and Design Education / Ausgabe 3/2023
Print ISSN: 0957-7572
Elektronische ISSN: 1573-1804
DOI: https://doi.org/10.1007/s10798-022-09760-3

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