Developing a Reflexive Teaching Model

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Author(s): Neal Shambaugh (West Virginia University, USA)
Copyright: 2018
Pages: 22
Source title: Handbook of Research on Pedagogical Models for Next-Generation Teaching and Learning
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA)
DOI: 10.4018/978-1-5225-3873-8.ch004

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

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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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