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Developing a TPACK-Based Course to Promote the Pre-Service Preschool Teachers' Instructional Design Competence

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Title: Developing a TPACK-Based Course to Promote the Pre-Service Preschool Teachers' Instructional Design Competence
Language: English
Authors: Xiuqiong Ren, Jiraporn Chano, Prasong Saihong
Source: Higher Education Studies. 2025 15(2):37-53.
Availability: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Early Childhood Education
Preschool Education
Descriptors: Pedagogical Content Knowledge, Technological Literacy, Courses, Preservice Teacher Education, Preservice Teachers, Student Attitudes, Instructional Design, Preschool Education, Design, Competency Based Teacher Education, Curriculum Development, Foreign Countries, Teaching Methods, Language Acquisition
Geographic Terms: China
ISSN: 1925-4741
1925-475X
Abstract: This study integrates the TPACK framework into a Preschool Language Education course to examine its effects on pre-service preschool teachers' instructional design competence (IDC). The research aims to explore effective methods for IDC development and analyze its growth characteristics. Using an R&D methodology, this study employed an experimental design with an experimental group and a control group. Data were collected from 41 pre-service preschool teachers at Putian University, Fujian Province, China, through cluster sampling. The experimental group (n=21) participated in a 13-week TPACK-based course, while the control group (n=20) received traditional instruction. The IDC Scale and Lesson Plan Scoring Rubric were used for data collection. Data analysis included independent and paired t-tests, as well as assessments of lesson plan scores and grade distributions. Key findings indicate that (1) the TPACK-based course encompasses course objectives, content, learning organization, and assessment, with all participants achieving satisfactory or higher lesson plan scores and a 95% satisfaction rate; (2) the course significantly enhances pre-service preschool teachers' IDC; and (3) at the early stage of professional development, IDC growth exhibits characteristics of simplification, linearity, and dogmatism.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1465666
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Developing a TPACK-Based Course to Promote the Pre-Service Preschool Teachers' Instructional Design Competence
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  Data: <searchLink fieldCode="AR" term="%22Xiuqiong+Ren%22">Xiuqiong Ren</searchLink><br /><searchLink fieldCode="AR" term="%22Jiraporn+Chano%22">Jiraporn Chano</searchLink><br /><searchLink fieldCode="AR" term="%22Prasong+Saihong%22">Prasong Saihong</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Higher+Education+Studies%22"><i>Higher Education Studies</i></searchLink>. 2025 15(2):37-53.
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  Data: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes
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  Data: 17
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  Data: 2025
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 1925-4741<br />1925-475X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study integrates the TPACK framework into a Preschool Language Education course to examine its effects on pre-service preschool teachers' instructional design competence (IDC). The research aims to explore effective methods for IDC development and analyze its growth characteristics. Using an R&D methodology, this study employed an experimental design with an experimental group and a control group. Data were collected from 41 pre-service preschool teachers at Putian University, Fujian Province, China, through cluster sampling. The experimental group (n=21) participated in a 13-week TPACK-based course, while the control group (n=20) received traditional instruction. The IDC Scale and Lesson Plan Scoring Rubric were used for data collection. Data analysis included independent and paired t-tests, as well as assessments of lesson plan scores and grade distributions. Key findings indicate that (1) the TPACK-based course encompasses course objectives, content, learning organization, and assessment, with all participants achieving satisfactory or higher lesson plan scores and a 95% satisfaction rate; (2) the course significantly enhances pre-service preschool teachers' IDC; and (3) at the early stage of professional development, IDC growth exhibits characteristics of simplification, linearity, and dogmatism.
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  Data: 2025
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  Data: EJ1465666
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 37
    Subjects:
      – SubjectFull: Pedagogical Content Knowledge
        Type: general
      – SubjectFull: Technological Literacy
        Type: general
      – SubjectFull: Courses
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Instructional Design
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Design
        Type: general
      – SubjectFull: Competency Based Teacher Education
        Type: general
      – SubjectFull: Curriculum Development
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Language Acquisition
        Type: general
      – SubjectFull: China
        Type: general
    Titles:
      – TitleFull: Developing a TPACK-Based Course to Promote the Pre-Service Preschool Teachers' Instructional Design Competence
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            NameFull: Xiuqiong Ren
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            NameFull: Jiraporn Chano
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            NameFull: Prasong Saihong
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              Type: published
              Y: 2025
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              Value: 1925-4741
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              Value: 1925-475X
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              Value: 15
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            – TitleFull: Higher Education Studies
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