Delivering responsive and inclusive initial teacher education through Design Thinking

Research consistently shows that effective and quality teaching significantly influences students' academic achievement as well as the overall quality and equity of education. Teachers can only succeed if they receive adequate preparation through high-quality initial teacher education (ITE). However, ITE programmes in Kenya, Tanzania, and Pakistan – as well as globally – have been critiqued for being predominantly theoretical. They often lack sufficient support for pre-service teachers to be innovative in their classroom practices and responsive to new challenges.

This project is conducting applied research on scaling pathways for Schools2030’s innovative model of Design Thinking for Teachers. Design Thinking is a process that allows teachers to assess student learning and teaching environments, identify challenges, and develop and implement innovative practices to improve student learning outcomes.  This project aims to understand how Design Thinking for Teachers can be adapted and scaled through ITE, and how this model can respond to current teacher education policy priorities in Kenya, Tanzania and Pakistan. In partnership with trainee teachers, teacher educators and practicing teachers, the project is co-developing a set of actionable tools and guidance on Design Thinking for ITE institutions, as well as a teacher education policy framework for each focal country.