Development of the DJOR Model for Personalized Learning in Teacher Education

Abstract

^{The increasing diversity of learners and rapid technological developments have prompted higher education institutions to reconsider conventional instructional approaches. Teacher education programs, particularly in elementary teacher preparation, require pedagogical models that foster adaptive learning, reflective thinking, and self-regulated learning. However, many instructional practices in teacher education remain dominated by standardized teaching approaches that do not adequately address learner variability. This study proposes the Draft–Judge–Own–Reflect (DJOR) Personalized Learning Model as an instructional design framework aimed at enhancing personalized learning experiences for teacher candidates. The model integrates principles from cognitive learning theory, social constructivism, self-regulated learning, and metacognition into a systematic instructional structure. Using a design-based research approach, the study develops and evaluates the DJOR model in the context of an elementary teacher education program. The model consists of four iterative phases: Draft, Judge, Own, and Reflect, each designed to support progressive knowledge construction, collaborative evaluation, personal internalization, and metacognitive reflection. Preliminary findings indicate that the DJOR model promotes higher levels of learning engagement, reflective thinking, and self-regulated learning among teacher candidates. The model also demonstrates potential for integrating learning analytics and artificial intelligence to support adaptive learning pathways. This study contributes to the literature by proposing a theoretically grounded personalized learning model specifically designed for teacher education contexts. The findings provide implications for instructional design, teacher professional development, and future research on personalized learning in higher education.}