Exploring teachers' instructional design practices from a systems design perspective
Curricular changes in higher vocational education have rendered teachers' instructional design activities increasingly important. Using a repertory grid technique, this paper sets out to analyse current design activities of ten teacher trainers. Their actual approach is compared with an instruc...
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| Veröffentlicht in: | Instructional science 2002-07, Vol.30 (4), p.291-305 |
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| creator | HOOGVELD, ALBERT W.M. PAAS, FRED JOCHEMS, WIM M.G. VAN MERRIËNBOER, JEROEN J.G. |
| description | Curricular changes in higher vocational education have rendered teachers' instructional design activities increasingly important. Using a repertory grid technique, this paper sets out to analyse current design activities of ten teacher trainers. Their actual approach is compared with an instructional systems design (ISD) approach and related to innovative teacher roles. Teachers' activities show an imbalance in two ID phases, that is problem analysis and evaluation. The results suggest that they attempt to translate curricular goals directly into concrete lessons and they pay relatively little attention to evaluation. In line with this finding, they underrate the two innovative teacher roles of the 'diagnostician' and the 'evaluator'. It is argued that imbalanced or incomplete design approaches and perceived roles may hinder innovation in education. Implications for the support of teachers' design activities are discussed. |
| doi_str_mv | 10.1023/A:1016081812908 |
| format | Article |
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Using a repertory grid technique, this paper sets out to analyse current design activities of ten teacher trainers. Their actual approach is compared with an instructional systems design (ISD) approach and related to innovative teacher roles. Teachers' activities show an imbalance in two ID phases, that is problem analysis and evaluation. The results suggest that they attempt to translate curricular goals directly into concrete lessons and they pay relatively little attention to evaluation. In line with this finding, they underrate the two innovative teacher roles of the 'diagnostician' and the 'evaluator'. It is argued that imbalanced or incomplete design approaches and perceived roles may hinder innovation in education. 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Using a repertory grid technique, this paper sets out to analyse current design activities of ten teacher trainers. Their actual approach is compared with an instructional systems design (ISD) approach and related to innovative teacher roles. Teachers' activities show an imbalance in two ID phases, that is problem analysis and evaluation. The results suggest that they attempt to translate curricular goals directly into concrete lessons and they pay relatively little attention to evaluation. In line with this finding, they underrate the two innovative teacher roles of the 'diagnostician' and the 'evaluator'. It is argued that imbalanced or incomplete design approaches and perceived roles may hinder innovation in education. Implications for the support of teachers' design activities are discussed.</abstract><cop>Dordrecht</cop><pub>Kluwer Academic Publishers</pub><doi>10.1023/A:1016081812908</doi><tpages>15</tpages></addata></record> |
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| subjects | Comparative Analysis Curricula Curriculum Development Design analysis Design evaluation Educational technology Evaluation Methods Foreign Countries Higher Education Instructional Design Instructional Innovation Instructional Systems Design Learning Netherlands Preservice Teacher Education Repertory Grid Technique Studies Systems design Teacher Educators Teachers Teaching methods Training |
| title | Exploring teachers' instructional design practices from a systems design perspective |
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