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특수교사 원격 재교육 프로그램을 위한 교수설계 지침 개발 -학습자 중심의 교육환경 조성을 위하여-


>The purpose of this study was to generate instructional design guidelines for professional development programs offered through distance education technology. Analyzed in this study were data collected through the participant observation of in-service teachers and a team of instructors in a special education teacher training program over three years. The teacher education program was delivered by a mid-western university in the United States via distance education. The instructional design guidelines were evolved in response to the data collected over time. In an effort to create a leaner-centered environment, the program placed an emphasis on fostering ownership and collaboration among in-service teachers. The analysis of data indicates a need for the gradual shift toward the learner-centered environment over the course rather than expecting learners to show high ownership and collaboration from the beginning of a course. The shift toward the learner-centered model is discussed in terms of four main areas: types of learning tasks, degree of class participation, extent of technology use, and nature of collaboration among learners. Also, comprehensive instructional guidelines that collectively form a framework on which the instructional guidelines in the four main areas operate are provided.<key words> Instructional Design Guideline, Teacher Training Program,Distance Education, Learner-Centered Environment