Theory to Practice: Utilization of Instructional Systems Design, Constructivist Pedagogy, and Distance Learning Strategies in Preservice Teacher Preparation.
Saved in:
| Title: | Theory to Practice: Utilization of Instructional Systems Design, Constructivist Pedagogy, and Distance Learning Strategies in Preservice Teacher Preparation. |
|---|---|
| Language: | English |
| Authors: | Nelson, Lin M. |
| Peer Reviewed: | N |
| Page Count: | 19 |
| Publication Date: | 1999 |
| Document Type: | Opinion Papers Speeches/Meeting Papers |
| Descriptors: | Constructivism (Learning), Distance Education, Educational Technology, Elementary Secondary Education, Higher Education, Instructional Systems, Preservice Teacher Education, Teaching Methods, Theory Practice Relationship |
| Abstract: | This paper identifies possible causes of the disjuncture between theory and practice in teacher preparation and recommends strategies for incorporating instructional technology, as defined by the Association for Educational Communication and Technology in 1994, and distance education into teacher preparation programs. Causes of the theory-practice gap include the strong relationship between how novice teachers teach and how they were taught; novice teachers' needs to encounter authentic, real-world problems in order to find relevance; and classroom teachers' needs for action-guiding knowledge to make timely decisions, rather than the more general abstract knowledge presented in teacher education. Preventive solutions include: teaching instructional systems design (ISD) planning processes and practices; modeling constructivist principles when designing instruction (focusing on knowledge construction, authentic learning contexts and collaboration among learners and with the teacher); and adapting instructional practices of distance education to the on-campus environment (using ISD models and processes to meet the diverse needs of all learners, maximize interaction, and ensure timely feedback). (Contains 38 references.) (SM) |
| Entry Date: | 2000 |
| Accession Number: | ED440962 |
| Database: | ERIC |
| Abstract: | This paper identifies possible causes of the disjuncture between theory and practice in teacher preparation and recommends strategies for incorporating instructional technology, as defined by the Association for Educational Communication and Technology in 1994, and distance education into teacher preparation programs. Causes of the theory-practice gap include the strong relationship between how novice teachers teach and how they were taught; novice teachers' needs to encounter authentic, real-world problems in order to find relevance; and classroom teachers' needs for action-guiding knowledge to make timely decisions, rather than the more general abstract knowledge presented in teacher education. Preventive solutions include: teaching instructional systems design (ISD) planning processes and practices; modeling constructivist principles when designing instruction (focusing on knowledge construction, authentic learning contexts and collaboration among learners and with the teacher); and adapting instructional practices of distance education to the on-campus environment (using ISD models and processes to meet the diverse needs of all learners, maximize interaction, and ensure timely feedback). (Contains 38 references.) (SM) |
|---|
