Instructional design competence of pre-service teachers comprises knowledge, ability, and personal attributes dimensions¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person · recheck by 2030: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The validated model identifies three dimensions of instructional design competence—knowledge, ability, and personal attributes—with knowledge and ability sharing six common components. → Khaewphuang 2025
Evidence¶
Khaewphuang 2025¶
Khaewphuang, P., & Nuangchalerm, P. (2025). Components and Indicators of Instructional Design Competence for Thai Pre-Service Teachers. Journal of Practical Studies in Education, 6(2), 14-22. https://doi.org/10.46809/jpse.v6i2.97
q2 · i? · associational · r2
Survey of 471 third- and fourth-year pre-service teachers analyzed with second-order confirmatory factor analysis in LISREL 8.72. The article reports that competence "comprises three main dimensions: Knowledge, Ability, and Personal Attributes," with knowledge and ability subdivided into six common components.
"The study of the components of instructional design competence for pre-service teachers reveals that the instructional design competence of pre-service teachers comprises three main dimensions: Knowledge, Ability, and Personal Attributes."
Discussion¶
Related Claims¶
- Ability in instructional design carries the highest second-order factor loading, followed by knowledge and personal attributes — a narrower finding that bears on this claim
- Design of learning activities and measurement/evaluation load highest among knowledge and ability components; systematic thinking highest among personal attributes — a narrower finding that bears on this claim
- The three-dimension instructional design competence model fits the empirical data acceptably in CFA — a narrower finding that bears on this claim
- Pre-service teachers struggle with instructional design and lesson planning despite existing standards and coursework — related
- A 13-week TPACK-based course significantly improves pre-service preschool teachers' instructional design competence compared with traditional instruction — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
idc-competence-three-dimensions-validated |
title |
Instructional design competence of pre-service teachers comprises knowledge, ability, and personal attributes dimensions |
description |
Instructional design competence of pre-service teachers comprises knowledge, ability, and personal attributes dimensions |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
recheck_by |
2030 |
generated |
by process:wiki-ingest on 2026-09-26 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — khaewphuang-2025 |
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