摘要：Instructional designers regularly engage in a process of professional and
personal transformation that has the potential to transform the culture of
institutions through faculty-client relationships. Instructional designers
promote new ideas and understandings in social contexts that include other
designers and clients, among others. This research program attempts to
understand this process, using narrative inquiry and instructional
designers¡¯ stories of practice to explore two interconnected theoretical
frames. One frame is methodological and offers a case for narrative inquiry
as an alternative approach to research in educational technology. The
second frame is practice-based, and uses narrative inquiry to explore the
themes of reflexivity, voice, strong subjectivity and power/authority through
the stories of three instructional designers.
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