Analyzing the key Key Components of Effective Teacher Training in the Context of Instructional Design Theories and Models: A Synthesis Study

Document Type : research paper

Authors

1 PhD in instructional technology, Tarbiat Modares University, Tehran, Iran

2 Assistant Professor, Department of Educational Sciences, Faculty of Humanities, Arak University, Arak, Iran

10.48310/tpd.2026.18657.1869

Abstract

Background and Objectives: Over the past five decades, various instructional design theories and models have been developed. However, a systematic effort has not been made to synthesize the strategic components of these instructional design theories and models. The purpose of this research was to systematically examine instructional design theories and models to develop a meta-synthetic representation of the key components of effective instruction. Methods: The study employed a qualitative research approach and used a research synthesis technique. The study corpus comprised all the instructional theories and instructional design models developed over the last five decades. These theories and models were categorized and analyzed through content analysis, and a sample of 21 theories and models was purposefully selected, coded, and classified; then their key components were deduced. Findings: the key components of effective instruction were extracted, classified, and synthesized into five basic strategic components: (a) Learning facilitation with six sub-components, (b) Learning consolidation with seven sub-components, (c) Learning elaboration with nine sub-components, (e) Learning adaptation with five sub-components, (d) Learning acceleration with six sub-components. Conclusion: This framework and integrated model, which synthesizes and summarizes instructional design theories and models, can serve as a guide for designing and evaluating effective instruction

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