This study employed designed-based research to explore formative design as both a methodology for PD and as the focus of the PD content. Five 7-h PD sessions were offered to 220 teachers across five schools in India. Results indicated that formative design was useful for planning, implementing, and iterating PD that was meaningful for participants and that teachers were open to aspects of the design process, but struggled with making changes to their pedagogy.

中文翻译：

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形成性设计作为实施教师设计思维专业发展的框架

本研究采用基于设计的研究来探索形成性设计，既作为 PD 的方法论，又作为 PD 内容的焦点。为印度 5 所学校的 220 名教师提供了 5 次为期 7 小时的 PD 课程。结果表明，形成性设计对于规划、实施和迭代 PD 很有用，这对参与者有意义，并且教师对设计过程的各个方面持开放态度，但在改变他们的教学法时遇到了困难。