This article seeks to contribute to the reflection around the training of future designers regarding teamwork. Collaboration, teamwork and negotiations are common everyday interactions that are now known to contribute positively to the design process. This article builds on a theoretical model that was initially proposed as a Ph.D. thesis contribution: the zone of proximal development for learning teamwork skills. The objective of this article is to share the first implementation of the model in a real educational situation and seize this opportunity to develop it further. The framework of assessment for learning and the concept of the zone of proximal development guide this research. The data collection is based on the observations of teamwork during a design seminar. The analysis is structured around the theoretical definitions of the model's components and in situ observations of the participants. This process guides us to share indicators allowing to confirm if a level or set of skills are achieved by a student. Plus, we propose a set of related teaching guidance to use when skills are identified as underdeveloped or to develop. Through this work, we wish to discuss how design students can be better equipped to enter the profession and play a significant role as team players.

中文翻译：

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设计团队合作技能学习评估

本文旨在为未来设计师的团队合作培训反思做出贡献。协作、团队合作和谈判是常见的日常互动，现在已知它们对设计过程做出积极贡献。本文建立在最初作为博士提出的理论模型的基础上。论文贡献：学习团队合作技能的最近发展区。本文的目的是分享该模型在真实教育场景中的首次实施，并抓住这个机会进一步发展它。学习评估框架和最近发展区概念指导了本研究。数据收集基于设计研讨会期间对团队合作的观察。分析围绕模型组成部分的理论定义和参与者的现场观察进行。此过程指导我们共享指标，以确认学生是否达到了某个水平或一组技能。此外，我们还提出了一套相关的教学指南，供在技能被确定为欠发达或有待发展时使用。通过这项工作，我们希望讨论设计学生如何更好地进入这个职业并发挥团队成员的重要作用。