Abstract
Design thinking positions designers as the drivers of the design space yet academic discourse is largely silent on the topic of professional identity development in design. Professional identity, or the dynamic narratives that individuals construct and maintain to integrate their personal qualities with professional responsibilities, has not been widely addressed in design education either. The study investigated the use of reflective writing in an introductory design course to help students explore and interpret their design beliefs, experiences, and self-awareness in support of professional identity development work. The results indicate that authorial presence, analysis, and narrative quality are common qualities in reflective responses, but emotion is notably lacking from student writing. Students were highly reflective in relation to a general experience with uncertainty and were least reflective when discussing ideation processes. Implications for design education and related research are analysed and discussed.
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Tracey, M.W., Hutchinson, A. Reflection and professional identity development in design education. Int J Technol Des Educ 28, 263–285 (2018). https://doi.org/10.1007/s10798-016-9380-1
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DOI: https://doi.org/10.1007/s10798-016-9380-1