How Does Learning Instructional Design Theories Affect Pre-service Mathematics Teachers’ Instructional Design, TPACK Development, and Mathematics Teaching Anxiety?

DOI
  • NAKAMURA Kento
    Department of Mathematics and Science Education, Graduate School of Science, Tokyo University of Science
  • MISONO Tadashi
    Institute of Education, Academic Assembly, Shimane University
  • WATANABE Yuki
    Department of Mathematics and Science Education, Graduate School of Science, Tokyo University of Science

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Other Title
  • インストラクショナルデザインの学修が授業設計・TPACKおよび数学指導不安感に与える影響

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Description

<p>This study examines how Instructional Design (ID) learning is incorporated into the lesson plans of pre-service mathematics teachers, the development of Technological Pedagogical Content Knowledge (TPACK) abilities through ID learning, the effect on mathematics teaching anxiety, and the relationships among these factors. Eighty-one pre-service mathematics teachers from the Faculty of Science at University A participated by completing self-assessments and submitting their lesson plans. Analysis showed that ID learning improved self-evaluation across all TPACK components, although mathematics teaching anxiety remained unchanged. Incorporating eliciting performance in lesson plans correlated with higher self-evaluation in PK, TK, PCK, TCK, and TPCK while providing feedback correlated with higher TPK self-evaluation. Additionally, higher CK was associated with less emphasis on recalling prerequisite knowledge in lesson plans and increased teacher-centered mathematics teaching anxiety.</p>

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Details 詳細情報について

  • CRID
    1390583347565877248
  • DOI
    10.15077/jjet.47110
  • ISSN
    21896453
    13498290
  • Text Lang
    ja
  • Data Source
    • JaLC
  • Abstract License Flag
    Disallowed

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