TY - JOUR
T1 - Exploring teachers' instructional design practices from a systems design perspective
AU - Hoogveld, A.W.M.
AU - Paas, F.
AU - Jochems, W.M.G.
AU - Merriënboer, van, J.J.G.
PY - 2002
Y1 - 2002
N2 - Curricular changes in higher vocationaleducation have rendered teachers' instructionaldesign activities increasingly important. Usinga repertory grid technique, this paper sets outto analyse current design activities of tenteacher trainers. Their actual approach iscompared with an instructional systems design(ISD) approach and related to innovativeteacher roles. Teachers' activities show animbalance in two ID phases, that is problemanalysis and evaluation. The results suggestthat they attempt to translate curricular goalsdirectly into concrete lessons and they payrelatively little attention to evaluation. Inline with this finding, they underrate the twoinnovative teacher roles of the `diagnostician'and the `evaluator'. It is argued thatimbalanced or incomplete design approaches andperceived roles may hinder innovation ineducation. Implications for the support ofteachers' design activities are discussed.
AB - Curricular changes in higher vocationaleducation have rendered teachers' instructionaldesign activities increasingly important. Usinga repertory grid technique, this paper sets outto analyse current design activities of tenteacher trainers. Their actual approach iscompared with an instructional systems design(ISD) approach and related to innovativeteacher roles. Teachers' activities show animbalance in two ID phases, that is problemanalysis and evaluation. The results suggestthat they attempt to translate curricular goalsdirectly into concrete lessons and they payrelatively little attention to evaluation. Inline with this finding, they underrate the twoinnovative teacher roles of the `diagnostician'and the `evaluator'. It is argued thatimbalanced or incomplete design approaches andperceived roles may hinder innovation ineducation. Implications for the support ofteachers' design activities are discussed.
U2 - 10.1023/A:1016081812908
DO - 10.1023/A:1016081812908
M3 - Article
SN - 0020-4277
VL - 30
SP - 291
EP - 305
JO - Instructional Science
JF - Instructional Science
IS - 43
ER -