Scaffolding practices: A study of design practitioner engagement in design education

The paper presents a study of tutor-student design reviews that form part of formal Industrial Design education. It is motivated by interests in how design expertise is acquired through experiences of designing and how novice designers are assisted to develop their own positions as designers. It explores the ways a professional designer tutor directs, guides and encourages students’ engagement with a design task, and presents them with opportunities to develop their own design values, preferences, and design sensibilities. It uses the empirical data to draw attention to how the potential of design proposals as rhetorical instruments to serve both designers ‘own thinking and the presentation of their designs to others is a prominent theme in the professional designer tutor’s engagement.

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