교수설계 모형과 실천 간의 차이와 원인 분석 = Instructional design model and practice: A survey of design practice

다국어 초록 (Multilingual Abstract)

A study was conducted to determine if and how teachers include instructional design activities in their planning works. A survey was distributed to 211 teachers who were asked to indicate how important they thought 10 instructional design activities, how often they used 10 instructional design activities in their planning works, and why an instructional design activity was excluded from some their planning works. Survey findings are as follows; Although teachers percept the importance about instructional design activities, practice design activities occur on an irregular and rarely ever practiced because of constraints as time and cost. Only 9 of the 211 respondents reported doing more than half activities (5 of 10 instructional design activities) in every planning works. The remaining respondents did less than half of the ID activities. Thus, a majority of teachers omitted a number of activities from their ID works. In light of survey results, activities for teacher`s instructional design practice would be focused on adoption or adaptation of ISD for teachers rather than development of ISD for compatible with real world constraints which is overflowing already. Therefore, based on context-adaptive and school or teacher-adaptive ISD models, throughout the pre-service and in-service education program, teachers should learn and practice about instructional design principle, design thinking, and design method. Also, most importantly, teacher`s image should be transformed from delivery system or manager, and decision-maker to instruction designer and meaning-maker. That is critical for adoption and diffusion of ISD model to school.

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