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      Building best practices for fashion design pedagogy: meaning, preparation, and impact

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          Abstract

          Historically, universities have adopted a “sink or swim” approach with their hiring of art and design faculty. After years of professional experience, these new faculty enter classrooms without pedagogical training and are expected to succeed as educators. However, designing product and educating students require significantly different skillsets. Additionally, faculty challenges are radically increased due to the seismic changes occurring in design education, the evolving student generation, and the increasingly volatile professional world for which students must be trained. Through trial and error, new faculty often rely on outdated teaching methods used during their own undergraduate experiences. This lack of faculty preparation negatively impacts programs, the graduates’ preparation, and ultimately our design industries. This article will discuss the critical need for tomorrow’s art and design faculty to acquire -and master- solid pedagogical skills if they are to successfully educate and train future designers. This study aims to provide fashion design educators and program directors with awareness for the importance of providing pedagogy support for new faculty in order to strengthen the students’ learning.

          Translated abstract

          Históricamente, las universidades han adoptado un enfoque de “hundirse o nadar” al momento de contratar profesores de arte y diseño. Después de años de experiencia profesional, estos nuevos profesores entran a las aulas sin formación pedagógica mientras se espera que sean exitosos como educadores. Sin embargo, diseñar productos y educar a estudiantes requiere un conjunto de competencias significativamente diferentes. Además, los retos de los docentes aumentan radicalmente debido a los cambios que se producen en la enseñanza del diseño, una generación estudiantil que evoluciona, y un mundo profesional cada vez más volátil para el cual los estudiantes deben estar capacitados. A través del ensayo-error, los nuevos profesores a menudo se basan en métodos de enseñanza anticuados utilizados durante sus propias experiencias de pregrado. Esta falta de preparación de los profesores impacta negativamente en los programas de estudio, en la preparación de los egresados, y en última instancia en nuestras industrias de diseño. En este artículo se discutirá acerca de la necesidad crítica para los futuros docentes de arte y diseño de adquirir y dominar habilidades pedagógicas sólidas si han de educar y formar con éxito a los futuros diseñadores. Este estudio tiene como objetivo concientizar a los educadores de diseño de moda y directores de programas educativos sobre la importancia de brindar apoyo pedagógico a los nuevos profesores con el fin de fortalecer el aprendizaje de los estudiantes.

          Translated abstract

          Historicamente, as universidades adotaram um enfoque de “afundar-se ou nadar” ao momento de contratar professores de arte e design. Depois de anos de experiência profissional, estes novos professores entram às aulas sem formação pedagógica enquanto se espera que tenham sucesso como educadores. Contudo, desenhar produtos e educar aos estudantes requer um conjunto de competências significativamente diferentes. Além, os retos dos professores aumentam radicalmente devido às mudanças que se produzem no ensino do design, uma geração estudantil que evolui, e um mundo profissional cada vez mais volátil para o qual os estudantes devem estar capacitados. Através do ensaio-erro, os novos professores frequentemente se baseiam em métodos de ensino antiquado usados durante suas próprias experiências de pré-grau. Esta falta de preparação dos professores impacta negativamente nos programas de estudo, na preparação dos graduados, e em última instancia em nossas indústrias de design. Neste artigo se discutirá a necessidade crítica para os futuros docentes de arte e design de adquirir e dominar habilidades pedagógicas sólidas se educarão e formarão com êxito aos futuros designers. Este estudo tem como objetivo conscientizar aos educadores de design de moda e diretores de programas educativos sobre a importância de dar apoio pedagógico aos novos professores com o fim de fornecer a aprendizagem dos estudantes.

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          Most cited references 54

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          Emerging adulthood. A theory of development from the late teens through the twenties.

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          Emerging adulthood is proposed as a new conception of development for the period from the late teens through the twenties, with a focus on ages 18-25. A theoretical background is presented. Then evidence is provided to support the idea that emerging adulthood is a distinct period demographically, subjectively, and in terms of identity explorations. How emerging adulthood differs from adolescence and young adulthood is explained. Finally, a cultural context for the idea of emerging adulthood is outlined, and it is specified that emerging adulthood exists only in cultures that allow young people a prolonged period of independent role exploration during the late teens and twenties.
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                Author and article information

                Contributors
                Role: ND
                Journal
                ccedce
                Cuadernos del Centro de Estudios en Diseño y Comunicación. Ensayos
                Cuad. Cent. Estud. Diseñ. Comun., Ensayos
                Centro de Estudios en Diseño y Comunicación, Facultad de Diseño y Comunicación, Universidad de Palermo (Ciudad Autónoma de Buenos Aires, , Argentina )
                1853-3523
                July 2015
                : 0
                : 53
                : 189-213
                Affiliations
                orgnameParsons The New School for Design orgdiv1The School of Fashion
                Article
                S1853-35232015000300016

                This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 54, Pages: 25
                Product
                Product Information: website

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