On conversation and design: a socially constructed practice

Abstract This article is about how conversation becomes both instructional design process and reflexive narrative inquiry. The narrative is shaped around the story and restorying of a course redevelopment project in teacher education. Told in three parts, the Start of the Journey recalls the authors' individual beliefs and expectations about teaching and learning and the instructional design process; the Heart of the Journey is their account of how the design process influenced their beliefs; and Reflections on the Journey explores how personal understandings and professional practice are transformed through a process of collaborative conversation. Autoethnography supports both research process and representation.

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