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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/1698

Title: Teachers’ Perspective on Innovations: Implications for Educational Design.
Authors: Könings, Karen
Brand-Gruwel, Saskia
Van Merriënboer, Jeroen
Keywords: Teachers’ Perspective
Educational Design
Second Phase
Issue Date: 2007
Publisher: Elsevier
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.
Description: Könings, K. D., Brand-Gruwel, S. & Van Merriënboer, J. J. G. (2007). Teachers’ Perspective on Innovations: Implications for Educational Design. Teaching and Teacher Education, 23, 985-997
URI: http://hdl.handle.net/1820/1698
Appears in Collections:1. LC: Publications and Preprints

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