INTEGRATING THEORY AND DESIGN THINKING IN ENGLISH TEACHER EDUCATION FOR WRITING COMPETENCE

Abstract

This article explores the integration of theoretical writing competence frameworks with Design Thinking methodologies in English teacher education. It addresses the critical need to equip pre-service teachers with innovative approaches for fostering writing skills, highlighting the limitations of traditional methods. The article proposes a dynamic model for teacher education by synthesizing cognitive, social-cultural, and genre-based writing theories with the human-centered, iterative processes of Design Thinking. This model empowers pre-service teachers to design equitable, inclusive, and engaging learning environments that cultivate confident and capable communicators  The article concludes by advocating for collaborative efforts among educators, researchers, and practitioners to further explore and disseminate best practices in integrating DT into English teacher education.