Open AccessEnglish Language Teachers’ Perceptions about Design Thinking
Author(s) -
Saeda W Zebdyah
Publication year - 2022
Publication title -
journal of curriculum and teaching
Language(s) - English
Resource type - Journals
eISSN - 1927-2685
pISSN - 1927-2677
DOI - 10.5430/jct.v11n4p97
Subject(s) - mathematics education , perception , psychology , scale (ratio) , english language , research design , cognitively guided instruction , design thinking , validity , sample (material) , survey research , reliability (semiconductor) , pedagogy , engineering , teaching method , sociology , developmental psychology , psychometrics , applied psychology , geography , social science , chemistry , power (physics) , cartography , physics , chromatography , quantum mechanics , neuroscience , mechanical engineering
This study aimed at investigating the English Language Teachers' perspectives toward design thinking and to examine the effect of experience, gender, and qualification factors on their perspectives. The study sample consisted of 135 teachers (64 females, 33 male) from Amman 1 Educational Directorate. The researcher developed a design thinking scale, its validity and reliability were approved. The results indicated that English Language teachers had a high degree of knowledge and practice about design thinking (mean= 4.10, S. D= 0.37) and there were no statistically significant differences in the design thinking means attributed to gender, teachers’ experience, or qualification. The study recommends conducting more research on design thinking, including different samples of teachers from disciplines other than English, and conducting qualitative research to observe the degree to which teachers apply design thinking strategies.