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Impacts of Learning Instructional Design for Pre-service Teacher Education

Tue, Oct 25, 9:50 to 10:05am PDT (9:50 to 10:05am PDT), Conf Center, Sunset 4

Short Description

This research aimed to reveal pre-service teachers’ (PST’) impacts while learning Instructional Design (ID) theories. We analyzed 33 PSTs. The result of a multiple regression analysis using the ID score as a dependent variable, seven TPACK, and two MTA components showed that the standardized coefficient of PCK was significantly positive. The impact of learning ID theories is that pre-service mathematics teachers acquire PCK through the design of lesson plans from the perspective of ID theories.

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