References
- Arefian, M. H. (2022). Collaborative action research as a reflective tool for pre-service EFL teachers’ inclusion. Reflective Practice, 23(6), 651–662. https://doi.org/10.1080/14623943.2022.2103107
- Ávalos, B. (2013). ¿Héroes o Villanos?: La profesión docente en Chile. Editorial Universitaria de Chile.
- Beauchamp, C. (2015). Reflection in teacher education: Issues emerging from a review of current literature. Reflective Practice, 16(1), 123–141. https://doi.org/10.1080/14623943.2014.982525
- Beck, J., & Chiapello, L. (2018). Schön’s intellectual legacy: A citation analysis of DRS publications (2010–2016). Design Studies, 56, 205–224. https://doi.org/10.1016/j.destud.2017.10.005
- Bravo, Ú., & Bohemia, E. (2021). Design process models as metaphors in education context. FormAkademisk, 14(4). https://doi.org/10.7577/formakademisk.4655
- Brown, T. (2008). Design thinking. Harvard Business Review, 86(6), 252. https://doi.org/10.5437/08956308X5503003
- Buchanan, R. (1992). Wicked problems in design thinking. Design Issues, 8(2), 5–21. https://doi.org/10.2307/1511637
- Cabezas, V., Medeiros, M. P., Inostroza, D., Gómez, C., & Loyola, V. (2017). Organización del Tiempo Docente y su Relación con la Satisfacción Laboral: Evidencia para el Caso Chileno. Archivos Analíticos de Políticas Educativas Vol, 25(64), 1–36. https://doi.org/10.14507/epaa.25.2451
- Carroll, M., Goldman, S., Britos, L., Koh, J., Royalty, A., & Hornstein, M. (2010). Destination, imagination & the fires within: Design thinking in a middle school classroom. Journal of Art and Design Education, 29(1), 37–53. https://doi.org/10.1111/j.1476-8070.2010.01632.x
- Chambers, F. C., Aldous, D., & Bryant, A. (2021). Threshold concepts in physical education: A design thinking. Routledge. https://doi.org/10.4324/9780429342264
- Chambers, F. C., Chambers, F. C., (Ed.). (2018). Learning to mentor in sports coaching: A design thinking approach. Routledge. https://doi.org/10.4324/9781315172279
- Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (Sixth Edition ed.). Routledge. https://doi.org/10.4324/9780203029053
- Collin, S., & Karsenti, T. (2011). The collective dimension of reflective practice: The how and why. Reflective Practice, 12(4), 569–581. https://doi.org/10.1080/14623943.2011.590346
- Cortés, C., Alderstein, C., & Bravo, Ú. (2020). Early childhood teachers making multiliterate learning environments: The emergence of a spatial design thinking process. Thinking Skills and Creativity, 36, 100655. https://doi.org/10.1016/j.tsc.2020.100655
- Creswell, J. W. (2009). Research Design. Qualitative, Quantitative, and Mixed Methods Approaches (3rd ed.). Sage Publications.
- Cross, N. (2006). Designerly ways of knowing. Springer.
- Cross, N. (2013). Design thinking: Understanding how designers think and work (2nd ed.). Bloomsbury Academic.
- Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do (L. Darling-Hammond & J. Bransford Eds.) Jossey-Bass.
- Design Council. (2021). What is the Framework for Innovation? Design Council’s Evolved Double Diamond. https://www.designcouncil.org.uk/news-opinion/what-framework-innovation-design-councils-evolved-double-diamond
- Design for Change. (2017) . Design for Change. Un movimiento educativo para cambiar el mundo. SM.
- Dorst, K. (2019). Co-evolution and emergence in design. Design Studies, 65, 60–77. https://doi.org/10.1016/j.destud.2019.10.005
- Dorst, K., & Cross, N. (2001). Creativity in the design process: Co-evolution of problem–solution. Design Studies, 22(5), 425–437. https://doi.org/10.1016/S0142-694X(01)00009-6
- Elige Educar. (2018). ¿Son felices los profesores? Radiografía de la felicidad docente en Chile. Elige Educar. https://eligeeducar.cl/content/uploads/2020/07/Estudio-de-felicidad.pdf
- Flick, U. (2018). The Sage handbook of qualitative data collection. SAGE Publications Ltd. https://doi.org/10.4135/9781526416070
- Gaete, A., Castro, M., Pino, F., & Mansilla, D. (2017). Abandono de la profesión docente en Chile: Motivos para irse del aula y condiciones para volver * teacher attrition in Chile: Reasons for leaving the classroom and conditions for coming back. Estudios pedagógicos (Valdivia), 43(1), 123–138. https://doi.org/10.4067/S0718-07052017000100008
- Goldman, S., Kuo, A. C., Pozos, R., Mesinas, M., & Lange, K. (2020). Empowering teachers through design thinking: Developing learning prototypes for multilingual students. RChD: Creación y Pensamiento, 5(8), 37–48. https://doi.org/10.5354/0719-837x.2020.55992
- Goodyear, P. (2015). Teaching as design. HERDSA Review of Higher Education, 2, 27–50.
- Henriksen, D., Richardson, C., & Mehta, R. (2017). Design thinking: A creative approach to educational problems of practice. Thinking Skills and Creativity, 26(March), 140–153. https://doi.org/10.1016/j.tsc.2017.10.001
- Hutchinson, A., & Tracey, M. W. (2015). Design ideas, reflection, and professional identity: How graduate students explore the idea generation process. Instructional Science, 43(5), 527–544. https://doi.org/10.1007/s11251-015-9354-9
- IDEO. (2012). Design Thinking for Educators. https://www.ideo.com/post/design-thinking-for-educators
- Jordan, M. E. (2016). Teaching as designing: Preparing pre-service teachers for adaptive teaching. Theory into Practice, 55(3), 197–206. https://doi.org/10.1080/00405841.2016.1176812
- Kali, Y., Goodyear, P., & Markauskaite, L. (2011). Researching design practices and design cognition: Contexts, experiences and pedagogical knowledge‐in‐pieces. Learning, Media and Technology, 36(2), 129–149. https://doi.org/10.1080/17439884.2011.553621
- Kelley, T., & Kelley, D. (2013). Creative confidence: Unleashing the creative potential within us all. Currency.
- Koh, J. H. L., Chai, C. S., Wong, B., & Hong, H.-Y. (2015). Design thinking for education: Conceptions and applications in teaching and learning. Springer Singapore. https://doi.org/10.1007/978-981-287-444-3
- Kolko, J. (2011). Exposing the magic of design: A practitioner’s guide to the methods and theory of synthesis. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199744336.003.0002
- Korthagen, F., & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional growth. Teachers & Teaching, 11(1), 47–71. https://doi.org/10.1080/1354060042000337093
- Koskinen, I., Zimmerman, J., Binder, T., Redstrom, J., & Wensveen, S. (2011). Design research through practice: From the lab, field, and showroom. Elsevier. https://doi.org/10.1016/B978-0-12-385502-2.00006-7
- Kraft, E., Seguin, C. M., & Culver, D. M. (2021). Mental performance consultants: Exploring the impacts of reflection during initial practice development. Reflective Practice, 22(1), 32–46. https://doi.org/10.1080/14623943.2020.1821627
- Kramer, M. (2018). Promoting teachers’ agency: Reflective practice as transformative disposition. Reflective Practice, 19(2), 211–224. https://doi.org/10.1080/14623943.2018.1437405
- Laurillard, D. (2012). Teaching as a design science: Building pedagogical patterns for learning and technology (1st ed.). Routledge.
- Leijen, Ä., Valtna, K., Leijen, D. A. J., & Pedaste, M. (2012). How to determine the quality of students’ reflections? Studies in Higher Education, 37(2), 203–217. https://doi.org/10.1080/03075079.2010.504814
- Lloyd, P. (2011) Does design education always produce designers? In: Researching Design Education: 1st International Symposium for Design Education Researchers, pp. 18–19 May , Paris, France. https://oro.open.ac.uk/32291/2/Does_design_education_always_produce_designers.pdf
- Lloyd, P. (2013). Embedded creativity: Teaching design thinking via distance education. International Journal of Technology & Design Education, 23(3), 749–765. https://doi.org/10.1007/s10798-012-9214-8
- Loughran, J. (2010). Seeking knowledge for teaching teaching: Moving beyond stories. Studying Teacher Education, 6(3), 221–226. https://doi.org/10.1080/17425964.2010.518490
- Maher, M. L., Poon, J., & Boulanger, S. (1996). Formalising design exploration as co-evolution: A combined gene approach. Advances in Formal Design Methods for Computer-Aided Design, 3–30. https://doi.org/10.1007/978-0-387-34925-1
- Mason, J. (2002). Researching your own practice: The discipline of noticing. Routledge.
- Ministerio de Educación. (2015) . Decreto 83 EXENTO Aprueba criterios y orientaciones de adecuación curricular para estudiantes con necesidades educativas especiales de educación parvularia y educación básica.
- Ministerio de Educación. (2016). Ley No 20.903 Crea el Sistema de Desarrollo Profesional Docente y modifica otras normas.
- Mintrop, R., Órdenes, M., & Madero, C. (2018). Resolución de problemas para la mejora escolar: el enfoque del design development. In J. Weinstein & G. Muñoz (Eds.), Cómo cultivar el liderazgo educativo. Trece miradas (1st ed., pp. 323–354). Ediciones Universidad Diego Portales.
- Nutt, K., & Keville, S. (2016). ‘ … you kind of frantically go from one thing to the next and there isn’t any time for thinking any more’: A reflection on the impact of organisational change on relatedness in multidisciplinary teams. Reflective Practice, 17(2), 221–232. https://doi.org/10.1080/14623943.2016.1159552
- OECD. (2005) . Teachers matter: Attracting, developing and retaining effective teachers. Organisation for Economic Co-operation and Development.
- OECD. (2017) . Education in Chile. Reviews of national policies for education. Educación en Chile. Evaluaciones de Políticas Nacionales de Educación.
- Orgoványi-Gajdos, J. (2016). Teachers’ professional development on problem solving: Theory and practice for teachers and teacher educators. Springer. https://doi.org/10.1007/978-94-6300-711-5
- Postholm, M. B. (2008). Teachers developing practice: Reflection as key activity. Teaching and Teacher Education, 24(7), 1717–1728. https://doi.org/10.1016/j.tate.2008.02.024
- Ramage, M. (2017). Learning and change in the work of Donald Schön: Reflection on theory and theory on reflection. In D. B. Szabla, W. A. Pasmore, & M. A. G. A. N. Barnes (Eds.), The Palgrave Handbook of Organizational Change Thinkers (pp. 1159–1172). Palgrave Macmillan.
- Ruffinelli, A. (2016). Ley de desarrollo profesional docente en Chile: de la precarización sistemática a los logros, avances y desafíos pendientes para la profesionalización. Estudios pedagógicos (Valdivia), 42(4), 261–279. https://doi.org/10.4067/S0718-07052016000500015
- Ruffinelli, A. (2017). Formación de docentes reflexivos: un enfoque en construcción y disputa. Educação e Pesquisa, 43(1), 97–111. https://doi.org/10.1590/s1517-9702201701158626
- Santiago, P., Fiszbein, A., García Jaramillo, S., & Radinger, T. (2017). OECD reviews of school resources: Chile 2017. OECD. https://doi.org/10.1787/9789264285637-en
- Sarramona Lopez, J., Noguera Arrom, J., & Vera Vila, J. (2009). ¿Qué es ser profesional docente? Teoría de La Educación. Revista Interuniversitaria, 10, 95–144. https://doi.org/10.14201/2812
- Schön. (1995). Knowing-in-action: The new scholarship requires a new epistemology. Change: The Magazine of Higher Learning, 27(6), 27–34. https://doi.org/10.1080/00091383.1995.10544673
- Schön, D. A. (1983). The reflective practitioner: How professionals think in action (1st ed.). Basic Books.
- Simon, H. A. (1996). The sciences of the artificial. MIT press.
- Tracey, M. W., Hutchinson, A., & Grzebyk, T. Q. (2014). Instructional designers as reflective practitioners: Developing professional identity through reflection. Educational Technology Research & Development, 62(3), 315–334. https://doi.org/10.1007/s11423-014-9334-9
- UNESCO. (2020). Global education monitoring report 2020 – Latin America and the Caribbean – inclusion and education: All means all. en.unesco.org.gem–report?LAC2020inclusion
- Urzúa, A., & Vásquez, C. (2008). Reflection and professional identity in teachers’ future-oriented discourse. Teaching and Teacher Education, 24(7), 1935–1946. https://doi.org/10.1016/j.tate.2008.04.008
- Williams, A. T. (2020). Growing student teachers’ reflective practice: Explorations of an approach to video-stimulated reflection. Reflective Practice, 21(5), 699–711. https://doi.org/10.1080/14623943.2020.1798917
- Wilson, J. P. (2008). Reflecting‐on‐the‐future: A chronological consideration of reflective practice. Reflective Practice, 9(2), 177–184. https://doi.org/10.1080/14623940802005525
- Wiltschnig, S., Christensen, B. T., & Ball, L. J. (2013). Collaborative problem-solution co-evolution in creative design. Design Studies, 34(5), 515–542. https://doi.org/10.1016/j.destud.2013.01.002
- Yin, R. K. (2018). Case study research and applications. Sage.