Search results for: Instructional design
Page 2/4 37 items
Systematic Design of Blended PBL: Exploring the Design Experiences and Support Needs of PBL Novices in an Online Environment
This study aims to inform teacher educators, professional development specialists, and researchers how they can better support teachers in designing blended PBL, especially in online environments. The study focused on an individual project, which required the participants to design a blended PBL lesson for their selected target audience. The results of this study suggest that professional development programs provide PBL novices with (a) an opportunity to design the whole PBL process using a systematic approach, (b) synchronous, interactive questioning sessions and customized scaffolding, (c) concise and easy-to-understand guidelines and checklists, and (d) opportunities to have a successful experience with PBL design.
Updated: Sep. 10, 2014
This article addresses the current gap in understanding of what is entailed in the roles of facilitators, and how those roles might vary by context (i.e., face-to-face or asynchronous online). Qualitative analysis revealed that although professional development facilitators attended to similar issues irrespective of the context, the actions they engaged in to attend to these issues varied by context. Further exploration and synthesis of the findings suggests that shifting from traditional face-to-face to online professional development presents several design and instructional tensions that can impact how facilitators carry out their roles to support teacher learning.
Updated: Jun. 24, 2014
Opportunities for Teacher Learning During Enactment of Inquiry Science Curriculum Materials: Exploring the Potential for Teacher Educative Materials
The work of this study examines the process of interacting with materials and students while thinking about teaching in order to guide curriculum material designers’ thinking about when and how materials might be helpful for teachers. The study followed a seventh-grade science teacher, who enacted five inquiry-based science units with all 5 of her seventh-grade science classes over a 2-year period. The findings describe the teacher’s interactions with materials written to support teachers learning to teach inquiry science. Findings indicate that this teacher’s ideas developed as she interacted with materials and her students. Information about student ideas, task and idea-specific support, and model teacher language was most helpful.
Updated: Apr. 30, 2014
Collaboration by Design: Integrating Core Pedagogical Content and Special Education Methods Courses in a Preservice Secondary Education Program
The purpose in this article was to describe key aspects of the design, implementation, and initial evaluation of the innovative preservice secondary education teacher education program. The authors focused on the collaborative efforts of faculty in general education and special education departments to prepare future secondary teachers to use inclusive instructional practices to meet the needs of students with disabilities. The collaborative instructional design was based on a Universal Design for Learning (UDL) perspective to give preservice teachers opportunities to explore models of both inclusionary teaching and UDL lesson design. This collaboration between general education and special education teacher education faculty enhanced both the teaching of the methods courses and the candidates learning related to meeting the diverse learning needs of students within their teaching.
Updated: Jan. 19, 2014
This paper describes a graduate literacy teacher education course that compelled students to think in terms of design and multimodality. The authors saw this qualitative case study as a way to understand the interrelationships of learning processes, principles of design and multimodal texts, and how these might inform pedagogy. Building on years of work in the areas of multimodality and multiliteracies, the authors observed how eight teachers with varying degrees of comfort with multimodality moved into a design-oriented approach to literacy education.
Updated: Dec. 16, 2013
This paper reports the findings from the first nationwide survey of Australian primary pre-service teacher educators coordinating units and programmes with CBM content. Stand-alone units were offered in 68% of programmes and embedded in 96% of programmes. They commonly included applied behaviour analysis, decisive discipline, positive behaviour intervention and support, and choice theory/reality therapy, among the 36 approaches/models listed. More than half of the stand-alone units and only 20% of embedded units were coordinated by an academic with a stated CBM research interests.
Updated: Nov. 25, 2013
Video Production and Classroom Instruction: Bridging the Academies and the Realities of Practice in Teacher Education
The authors present five guiding design principles. The authors examine teacher-learners action research reflections to identify what impact the principles had on teacher practice. The results reveal the efficacy of the five design principles and the power of bridging the culture of the academies and the realities of practice for teacher education.
Updated: Jun. 24, 2013
The researcher was interested to evaluate the design, implementation and effectiveness of incorporating an online learning community as part of a new-teacher induction program. The researcher focused on the conceptual framework and receptiveness of the implementation of the framework in a new-teacher induction program. The participants in the online learning community were new teachers entering as full-time employees, and contributors (administrators, veteran teachers, and professors from school of education). Data revealed positive results for new-teacher induction online learning community.
Updated: May. 13, 2013
This study was aimed to examine the current issues published between January 2006 and December 2009 in three leading journals in teacher education. A research team selected three journals: the Journal of Teacher Education, Action in Teacher Education, and Teaching and Teacher Education: An International Journal of Research and Studies. The research team reviewed and analyzed 721 articles from these journals. The findings reveal that the current issues include teacher-focused issues, instructional models for teacher education, multicultural education, field experiences/school partnerships, and mentoring and induction into the profession. The article also discusses the topics which are missing in the current teacher education literature.
Updated: Jan. 15, 2013
Making the Connection: Moore’s Theory of Transactional Distance and Its Relevance to the Use of a Virtual Classroom in Postgraduate Online Teacher Education
The purpose of the current study was to explore students’ perceptions of the virtual classroom in terms of the impact they considered it made on their sense of transactional distance. The author used Moore’s (1997) Theory of Transactional Distance to analyze students' perceptions. The findings reveal that the use of the virtual classroom can potentially, at least, contribute to the development of quality dialogue. However according to Moore’s theory, this dialogue depends on structural aspects and, consequently, student perception of learner autonomy.
Updated: Sep. 19, 2012