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Teachers’ perspectives on innovations: Implications for educational design
ARTICLE

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TATE Volume 23, Number 6, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Educational designers often develop a ‘powerful learning environment’ that is subsequently implemented by teachers. Due to a lack of cooperation with teachers they may receive limited feedback on the quality of their design and the way it is implemented. This study focuses on teachers’ perceptions of a Dutch innovative learning environment called the “Second Phase”, as well as their desires and their dis/satisfaction with this environment. The results show that teachers are reserved about student autonomy and productive learning. Perceptions and desires are related to their individual approaches to teaching. The findings provide useful feedback for designers and a starting point to intensify their cooperation with teachers.

Citation

Konings, K.D., Brand-Gruwel, S. & van Merrienboer, J.J.G. (2007). Teachers’ perspectives on innovations: Implications for educational design. Teaching and Teacher Education: An International Journal of Research and Studies, 23(6), 985-997. Elsevier Ltd. Retrieved December 15, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on April 18, 2013. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ769448

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