Re-using co-design in initial teacher education
A scoping study to inform school-university partnerships
Bibliographic Data
| ID | 21522526 |
|---|---|
| Authors | Ange Fitzgerald (0000-0001-8010-2215, RMIT University), Emilio Kardaris (0009-0007-8740-5471, RMIT University, corresponding author), Melanie Nash (0000-0003-3170-1902, RMIT University), Allison Byth (0009-0009-6660-1697, RMIT University), Simone White (0000-0002-5014-2977, RMIT University) |
| Year | 2025 |
| Volume | 52 |
| Issue | 3 |
| Pages | 2047-2067 |
| Publication date | 2025-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Australian Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0311-6999 • E-ISSN: 2210-5328 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s13384-024-00799-w |
| OpenAlex | W4406756922 |
| Language | EN |
| Citations received | 3 |
| References cited | 26 |
Co-design as an effective tool in supporting partnerships is experiencing a renaissance in contemporary Initial Teacher Education (ITE) policy reform. While not a new construct, the current re-use of co-design represents a contemporary shift in collaboration, emphasising inclusivity and adaptability by integrating critical thinking and problem-solving with content and pedagogy. Despite its growing popularity, co-design's potential in supporting diverse partnerships remains largely unexplored. This study delves into the complexities, opportunities, and challenges of co-design as a tool in reshaping ITE. The scoping study follows a five-stage process: identifying the research question, identifying relevant studies, study selection, data charting, and summarising results. The process culminated by highlighting five papers that illustrate co-design's importance, including collaboration, trust, shared values, dialogue, power dynamics, and open communication, in ITE. The discussion highlights key considerations in co-design within ITE. These include the scarcity of literature on co-design, the necessity for terminology consensus, the importance of genuine collaboration, and the learner-focused improvement potential of co-design. This research has implications for partnership policy and proposes that significant changes are needed to accommodate innovations in ITE co-design
General partnership · Mathematics education · Medical education · Pedagogy · Political science · Sociology · Collaborative Teaching and Inclusion · Education and Technology Integration · Educational Practices and Policies · Engineering · Medicine · Psychology
Co-design as a Networked Approach to Designing Educational Futures
Co-design practice in higher education
The School–University Nexus and Degrees of Partnership in Initial Teacher Education
Diverse perspectives and lived experiences of educational work
The reform of initial teacher education in Wales
Understandings of mentoring in school placement settings within the context of initial teacher education in Scotland
Studying the Organisation and Delivery of Health Services
Analyzing a teacher and researcher co-design partnership through the lens of communities of practice
School–University Partnerships
Scoping studies
| Citations per year | 3 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |