Tuesday, March 30
11:35-11:55 AM
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.

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