Exploring teachers' instructional design practices from a systems design perspective

A.W.M. Hoogveld, F. Paas, W.M.G. Jochems, J.J.G. Merriënboer, van

    Research output: Contribution to journalArticleAcademicpeer-review

    25 Citations (Scopus)
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    Abstract

    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.
    Original languageEnglish
    Pages (from-to)291-305
    JournalInstructional Science
    Volume30
    Issue number43
    DOIs
    Publication statusPublished - 2002

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