Design studio, as a core of architectural education, has been a significant topic for research in the field of architecture. However, there is little research on teachers and their pedagogical approach to teaching, such as what constitutes excellent teaching in the design studio. This may be due to the complexity of the study topic and a rigorous research procedure. Since the day-to-day education does not allow for immediate responses, it is difficult to find out which strategies, tactics, and techniques impact students’ learning and advancement without being in the studio context for a sufficient period of time.
Design Principles and Practices: An International Journal
Cho, Ji Young (2009). Pedagogical Examination of an Award-Winning Instructor’s Studio Teaching. Design Principles and Practices: An International Journal 3(3) 387-406. Retrieved from https://oaks.kent.edu/caedpubs/33