Learning Design and Teaching Practice: Outlining an Iterative Cycle for Professional Teachers

Abstract

In recent years, the multiplicity of educational resources and tools available have opened discussions about the role of the teacher in his/her professional practices. This paper investigates the relationship between Learning Design and teaching practice, based on research literature and on a study involving structured interview conducted with Italian language teachers from 16 countries. As a result, a new perspective to promote the diffusion of Learning Design among professional teachers is proposed inspired by the epistemology of practice. The proposed process may further inform the design of tools to support Learning Design.