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AECT 2022 Convention Page
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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.
Presenter: Kento Nakamura, Tokyo University of Science
Contributor: Tadashi Misono, Shimane University
Presenter: Yuki Watanabe, Tokyo University of Science