Whither Instructional Design and Teacher Training? The Need for Experimental Research

Autor/in	Gropper, George L.
Titel	Whither Instructional Design and Teacher Training? The Need for Experimental Research
Quelle	In: Educational Technology, 55 (2015) 1, S.3-11 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1962
Schlagwörter	Instructional Design; Models; Teacher Education; Differences; Educational Practices; Individual Differences; Classroom Observation Techniques; Instructional Effectiveness; Self Disclosure (Individuals); Learning Strategies; Feedback (Response); Student Participation; Self Management; Error Patterns + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Analogiemodell; Lehrerausbildung; Lehrerbildung; Unterscheiden; Bildungspraxis; Individueller Unterschied; Unterrichtserfolg; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Selbstmanagement; Fehlertyp
Abstract	This article takes a contrarian position: an "instructional design" or "teacher training" model, because of the sheer number of its interconnected parameters, is too complex to assess or to compare with other models. Models may not be the way to go just yet. This article recommends instead prior experimental research on limited numbers of individual parameters. Empirical, replicable results could then establish a dependable foundation for the development of models. Despite this off-the-reservation view about current models, conceding the merits of many of their rationales, the article offers several detailed recommendations for upgrading them (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01