A Framework for Implementing OER-Based Lesson Design Activities for Pre-Service Teachers

Autor/in	Kim, Dongho
Titel	A Framework for Implementing OER-Based Lesson Design Activities for Pre-Service Teachers
Quelle	In: International Review of Research in Open and Distributed Learning, 19 (2018) 4, S.148-170 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Models; Preservice Teachers; Preservice Teacher Education; Educational Technology; Technology Uses in Education; Instructional Materials; Lesson Plans; Cognitive Processes; Curriculum Design; Pedagogical Content Knowledge; Curriculum Implementation; Curriculum Guides; Faculty Development + Suchen Sie Ihr Suchwort? Analogiemodell; Lehramtsstudiengang; Lehrerausbildung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrmaterial; Lehrmittel; Lesson planning; Unterrichtsplanung; Cognitive process; Kognitiver Prozess; Lehrplangestaltung; Pädagogische Kompetenz; Curriculare Materialien
Abstract	The demand for qualified teachers with sufficient pedagogical knowledge and skills is high. However, existing teacher education programs do not provide adequate experiences through which to develop pre-service teachers' professional foundations. This study recognized Open Educational Resources (OER) as a means by which to address the issue of enhancing teacher education. The purpose of this study was to propose a framework to be used to integrate OER into lesson design activities for pre-service teachers. In this study, a focused literature review investigated the frameworks of distributed cognition and example-based learning. This review process resulted in a unified framework that provides a description of how preservice teachers learn with OER at both the individual and cognitive system levels. Four principles and 10 guidelines are provided to guide the implementation of OER-based lesson design activities in real settings. The new framework has the potential to enhance pre-service teachers' Web resource-based professional development. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01