Tuesday, March 30
11:35-11:55 AM
EDT
Room 4

Analysis of Factors that Influence the Instructional Design Competency of STEM Pre-service Teachers

Full Paper (Live Presentation) ID: 58406
  1. Xiaoying Qi
    East China Normal University
  2. Yiling Hu
    East China Normal University

Abstract: Teachers’ instructional design competency is a key element that affects the success of STEM courses. It is of great significance to clarify the influence factors of STEM pre-service teachers' instructional design competency to develop STEM teacher education and improve their instructional design competency. Based on the STEM Teachers’ knowledge, skills, and attitude, this study proposed a factor model of STEM pre-service teachers' instructional design competency, including design thinking, pedagogical beliefs, collaborative attitude, Technological Pedagogical Content Knowledge (TPACK). Data were collected from 106 STEM pre-service teachers and were analyzed using Partial Least Square Structural Equation Modeling (PLS-SEM). The results indicate that TPACK, learning design practice, and student-centered pedagogical belief had a significant positive effect on their instructional design competency, and TPACK had the greatest effect. This suggest that, STEM teacher education needs to pay attention to improving pre-service teachers’ TPACK and learning design practice and creating a favorable environment to help them establish a student-centered pedagogical belief.

No presider for this session.

Topics

Conference attendees are able to comment on papers, view the full text and slides, and attend live presentations. If you are an attendee, please login to get full access.
x