دورية أكاديمية
Teachers' Experiences on Instructional Design Based Professional Development: A Narrative Inquiry
| العنوان: | Teachers' Experiences on Instructional Design Based Professional Development: A Narrative Inquiry |
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| اللغة: | English |
| المؤلفون: | Altun, Sertel (ORCID |
| المصدر: | International Electronic Journal of Elementary Education. Sep 2021 14(1):35-50. |
| الإتاحة: | International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| تاريخ النشر: | 2021 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Descriptors: | Teacher Attitudes, Instructional Design, Attitude Change, Faculty Development, Teaching Methods, Feedback (Response), Pedagogical Content Knowledge, Trust (Psychology), Theory Practice Relationship, Language Teachers, Science Teachers, Foreign Countries |
| مصطلحات جغرافية: | Turkey |
| تدمد: | 1307-9298 |
| مستخلص: | Empowering teachers as instructional designers strengthen the link between theory and good practice. The purpose of the research is to explore two teachers' experiences about a professional development (PD) program. The PD includes a one academic year program with the aim of developing teachers' instructional design knowledge and skills using Understanding by Design model as reference. Teachers' instructional designs improved in terms of UbD design principles, and they reported change in their attitudes and teaching practices after the fourth cycle. Continuous discipline-specific feedback and trust bond based on prolonged communication underlined as major elements of PD that facilitated teacher change. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| رقم الأكسشن: | EJ1326045 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1307-9298 |
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