Teachers’ Design Processes: An Analysis of Teachers’ Design Talk and Use of Pedagogical Patterns

Research on how teachers design to support learning and use different designs is still in its infancy. The explorative study reported here aims approach an understanding of activities by analysing upper secondary teachers’ work while using pedagogical patterns. Ten working pairs two were invited document based findings reveal that (1) patterns inspire embark a process aligns with their own context, (2) processes share common general characteristics are, among other things, different, dynamic, unpredictable, unsystematic. It concluded knowledge about the may inform researchers develop design-supporting tools resources.