Didactical design research for teaching as a design profession

Hudson, Brian (2008) Didactical design research for teaching as a design profession. In: Hudson, Brian and Zgaga, Pavel (eds.) Teacher education policy in Europe: a voice of higher education institutions. Monographs on Journal of research in teacher education . University of Umeå, Umeå, pp. 345-365. ISBN 9789172646001

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Abstract

This paper builds on earlier work which explored differences between traditions in relation to teaching and learning. It outlines the development of an approach to teaching and the use of Information and Communications Technology (ICT) in particular to support learning based on the notion of Didactical Analysis. Central to this approach is the design of teaching situations, pedagogical activities and learning environments which aim to address the what, why and how of ICT use. The discussion focuses on the nature of design, a history of didactic design, the conception of teaching as a design profession and didactic design for ICT-supported learning. The nature of design research in particular is discussed at a range of levels from the macro to the micro, involving a consideration of its role at the course or curriculum level and in relation to the individual teacher and student. These ideas form the basis of an Integrative Didactical Design (IDD) framework, and examples of the application of this philosophy and approach to the development of ICT for learning are outlined.

Item Type: Book Section
Keywords: didactical design; teacher education; teaching and learning; design research; ICT-supported learning; integrative didactical design
Schools and Departments: School of Education and Social Work > Education
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1705 Education and training of teachers and administrators > LB2165 Teacher training in universities and colleges
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Depositing User: Shaun Billing
Date Deposited: 20 Nov 2012 15:42
Last Modified: 19 Feb 2016 10:23
URI: http://sro.sussex.ac.uk/id/eprint/42572

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