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Developing a Reflexive Teaching Model
Abstract
A reflexive teaching model, which has both instructor and students examine their learning beliefs and teaching decisions during a course, has been used for 23 years in the teaching of a graduate instructional design course. Teaching model development is reported across four time periods. During Period 1 (1994-1999) the model was studied in a five-year case study using design and development research and is summarized using the Models of Teaching framework (Joyce, Weil, & Calhoun, 2014). Period 2 (1999-2001) reports the use of scenarios to test out new participation structures within the model. Period 3 (2001-2006) documents how the model was used in blended deliveries. Period 4 (2007-2016) summarizes changes in teaching procedures and participation when the course was delivered totally online. The chapter concludes with comments on developing a teaching model and a longitudinal agenda for studying one's teaching.
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