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

  • Steven Faerm
Palabras clave: educación; pedagogía del diseño; desarrollo estudiantil; enseñanza; diseño de moda; industria de la moda; Parsons; profesores; educación superior


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.


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Cómo citar
Faerm, S. (2019). Building best practices for fashion design pedagogy: meaning, preparation, and impact. Cuadernos Del Centro De Estudios De Diseño Y Comunicación, (53), 189 a 213.

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