How to support teachers in becoming teachers as designers of student-centred approaches

This article presents a design-based research (DBR) methodology to develop a teacherprofessional development intervention that is aimed at helping teachers become designers ofstudent-centred e-learning activities. The intervention was tested at Gulu University (GU) andMaseno University (MU), and a set of activities and tools, as well as six design principles, wererecommended for future interventions. The findings suggest that becoming a designer requiresteachers to transform their understanding of their practices and to develop teachers asdesigners (TasD) mindsets. Further research is needed to conceptualise these mindsets and tomap and compare the epistemological traditions of learning, design and teaching practices.