THE PHENOMENOLOGICAL EVALUATION OF TEACHING PROFESSIONALISM IN THE ARCHITECTURE DESIGN STUDIO CULTURE: A Case at the University of Kansas

This paper explores the phenomenology of professional teaching in the design studios of the School of Architecture at the University of Kansas. In contrast to previous general research, this study seeks to improve understanding of design studio instructors' teaching by employing a qualitative phenomenological methodology based on the theory of constructivism. The use of developed analytical analysis approach in ATLAS.ti 7 reveals two main themes and their sub-categories related to studio instructors' teaching professionalism, including four styles of teaching, four teaching methods, various teaching features, and factors that potentially influence teaching performance. Despite variations among studio instructors, the theoretical framework developed to assess teaching professionalism in the design studio characterizes instructors as street-level bureaucrats and as negotiators, shaping the quality of instruction provided. In bringing to light how studio instructors negotiate and develop their day-to-day professional teaching practices, the study aims to contribute to educational reform in support of the professional development of studio instructors.