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Book Review: The Theoretical and Conceptual Bases of Instructional Design

Book Review: The Theoretical and Conceptual Bases of Instructional Design Book Reviews 187 Product as the professional teacher. My strongest disappointment with the book occurred here as the authors do not seem to value reflection as an essential part of professionalism. It is only the beginning of the journey to understand the difference between espoused theory and theory in use; the professional teacher is constantly reflecting upon his or her practice and matching it against his or her intentions and working to minimise the incongruence. Interestingly the authors promote student reflection and, although teachers are also learners, I was disappointed that the self-reflecting teacher was left to inference. The task of providing an educational psychology text that meets the varied and changing needs of preservice teacher training is a daunting one yet one well met by this book. Overall this book is worthwhile in both its conception (an Australian textl) and its execution (the linking of curriculum/classroom practice with psychological theory); it presents a broad spectrum of psychology and teaching in a practical and straightforward way. There are certainly instances where my bias would like different topics to be included (eg. physiology, organisation develop­ ment), but it is always possible (if not desirable) to use more than one text. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Education SAGE

Book Review: The Theoretical and Conceptual Bases of Instructional Design

Australian Journal of Education , Volume 33 (2): 2 – Aug 1, 1989

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Publisher
SAGE
Copyright
© 1989 SAGE Publications Ltd, unless otherwise noted. Manuscript content on this site is licensed under Creative Commons Licenses
ISSN
0004-9441
eISSN
2050-5884
DOI
10.1177/168781408903300214
Publisher site
See Article on Publisher Site

Abstract

Book Reviews 187 Product as the professional teacher. My strongest disappointment with the book occurred here as the authors do not seem to value reflection as an essential part of professionalism. It is only the beginning of the journey to understand the difference between espoused theory and theory in use; the professional teacher is constantly reflecting upon his or her practice and matching it against his or her intentions and working to minimise the incongruence. Interestingly the authors promote student reflection and, although teachers are also learners, I was disappointed that the self-reflecting teacher was left to inference. The task of providing an educational psychology text that meets the varied and changing needs of preservice teacher training is a daunting one yet one well met by this book. Overall this book is worthwhile in both its conception (an Australian textl) and its execution (the linking of curriculum/classroom practice with psychological theory); it presents a broad spectrum of psychology and teaching in a practical and straightforward way. There are certainly instances where my bias would like different topics to be included (eg. physiology, organisation develop­ ment), but it is always possible (if not desirable) to use more than one text.

Journal

Australian Journal of EducationSAGE

Published: Aug 1, 1989

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