This article is a review of research trends in the field of instructional design in the United States where a number of currently-available models and their theoretical underpinnings are being evaluated in order to identify new problems in research. The author's review and discussion covers the following areas : (1) Although most of the current models are in agreement regarding the steps involved in designing instruction, they vary as to theoretical adequacy and practical value. (2) An integration of various instructional theories which should lead to improved theoretical explanations for instructional design models has been initiated thanks to the contributions of REIGELUTH. (3) Such concepts as descriptive versus prescriptive theory, aspects of design and development, micro versus macro design, appeal as an outcome, and various conceptions developed from schema theory have recently begun to catch the attention of scholars and researchers. (4) Research on the effects of instructional strategies is expected to become increasing diverse and higher in quality so that these findings can be interpreted in the creation of new models. (5) The use of such conceptual frameworks as GAGNES "Nine Instructional Events and Five Learning Outcomes" are being advocated as means for constructing better prescriptive models. Eclectic approaches are also being advocated as means for optimizing these models. Systematic efforts in such areas as group learning processes and motivation are also being observed more frequently. (6) In addition to the above scientific research, technical investigations on the training of model users and in making models more user-friendly are also being carried out.

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Undergoing practice teaching enables student teachers to not only deepen their knowledge and teaching skills, but to also develop those attitudes desirable of teachers. The student teachers' individual images of what constitutes an effective teacher are important factors in self-evaluation of practice teaching as well as in future career development. The authors developed a set of 50 items so that student teachers could evaluate themselves during their own practice teaching. In addition, their advisors or trainers, all of whom with a great deal of experience in teaching, were also asked to evaluate the same group of student teachers. A statistical analysis of the data taken from these two groups showed that teacher trainers and student teachers hold widely varying images regarding what constitutes a desirable teacher. These results should be of great importance in the reforming of practice teaching in the future.

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