Abstract

Today’s learning spaces and practices are characterized by hybridity. Design-driven approaches and transdisciplinary collaboration have been suggested to contribute to the renewal of language pedagogy, where the change has been slow. However, the concepts of design and transdisciplinarity can be used in various ways. This study introduces a synthesis of the authors’ design-driven view on language teacher education, which draws on sociocultural-ecological learning theory and relies on nexus analysis as a research strategy and tool for transformation. A design-driven course model is used to illustrate the complexity of change and opportunities for transdisciplinary collaboration. The findings have relevance for appropriating design-driven approaches in language teacher education and in creating a basis for transdisciplinary collaboration.