Teachers as Designers for Learning

This chapter conceptualises teachers as expert designers of learning and recognises the need to value teachers&s; design capabilities. Framed through self-determination theory, it explores how teachers&s; autonomy, competence and relatedness are supported through iterative and reflective design practices. The chapter provides examples from the study interviews to show how teachers navigate complex educational contexts, reframe problems and draw on diverse resources. It refers to the frame-activity model of design to articulate teachers&s; design capabilities and suggests that recognising the designerly nature of teaching offers a pathway to enhancing motivation, professional identity and retention by valuing teachers&s; work beyond classroom delivery.