Educating the reflective designer
Educational Technology
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This paper is concerned with the gradual development and validation of an instructional model for teaching instructional planning to prospective teachers in secondary level business schools. The model is based on the assumptions that a) instructional planning can be considered as a design task, and b) learning to cope with these tasks is effectively supported by task-tailored coaching interventions. Since the goal of the investigation is to engineer and study coaching as an innovative form of assisting learning within the prevailing educational context, model development and validation activities were funded on a design-based research approach. These activities include 1.) a review of currently available scientific literature in design research and education, and 2.) a series of four formative research studies. The aims of the paper are to outline the general idea of the task-oriented coaching model and to reflect the activities that were carried out for model development and validation.