The development and validation of the scale of design thinking for teaching (SDTT)

Design thinking has exhibited significant strength in instruction optimization. However, relevant research has been limited due to the unavailability of measurement for teachers ' design thinking. The current study developed and validated the Scale of Design Thinking for Teaching (SDTT). Drawing on responses from 1,018 K-12 teachers in Mathematics and English as a foreign language, we cross-validated the scale ' s measurement quality and then examined its predictive validity for instruction quality. Results suggested the SDTT had four factors (problematizing, ideating, prototyping, and testing) with acceptable reliability, convergent validity, discriminant validity, strong measurement invariance across subject and gender groups, and good predictive validity for instruction quality. The SDTT can be utilized as a list of concrete and operable strategies for teachers to apply in instructional practice and as a diagnostic tool for teacher educators in teacher training programs. Limitations and suggestions for future research were discussed.