Equipping Teachers for Integrated Language, Science and Technology Instruction
The Design of a 4C/ID-Based Professional Development Program
Miriam J. Rhodes (University of Twente)
J. van Keulen (TU Delft - Groep Science & Engineering Education)
Martine A. R. Gijsel (Saxion Hogescholen)
Adrie Visscher (University of Twente)
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Abstract
Integrated language, science and technology (ILS&T) instruction is a complex task for primary school teachers that requires professional development. Task-centered educational approaches such as the four-component instructional design (4C/ID) model are well suited for the development of complex professional skills. This article describes the application of the Ten Steps approach to the 4C/ID model in the domain of teacher education. The findings describe a blueprint for a 4C/ID-based teacher professional development program aimed at equipping in-service primary school teachers with the competences for ILS&T instruction, which can support instructional designers, teacher educators and researchers in making informed instructional design decisions.
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