An electronic system to support novice teachers' reflective lesson design

Abstract

Purpose

The purpose of this paper is to propose an electronic support tool that can be used by teacher educators and novice teachers to foster habits of reflective, systematic instructional planning.

Design/methodology/approach

The authors provide a rationale for their work, present a theoretical framework, propose a unique instructional design model, and illustrate one approach to implementing the model – as an electronic support system.

Findings

The paper discusses a feasible and novel approach to promoting habits of systematic lesson design combined with guided reflection. Although the authors describe a particular electronic system as context for this paper, the theoretical model is flexible in nature and can be applied in many modern teaching contexts.

Practical implications

It is hoped that the approach can be refined and implemented as part of a systemic effort to address like issues in teacher education. The paper will be of particular value to teacher, educators and educational researchers focused on multicultural issues and technology.

Originality/value

The design model and support system discussed in this paper address pedagogical gaps typical of novice teachers, the complexity of technology integration, and tenets of critical thinking and reflective practice in a unique fashion. This distinctive combination was specifically designed for beginning teachers in today's multicultural teaching environments.

Citation

Calandra, B., Brantley‐Dias, L. and McNeal, K. (2007), "An electronic system to support novice teachers' reflective lesson design", Multicultural Education & Technology Journal, Vol. 1 No. 2, pp. 100-111. https://doi.org/10.1108/17504970710759594