Iterative TPACK design-practice cycle with feedback, revision, micro-teaching, and reflection

Design · All designs
Evidence · 3 claims (3 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 3 claims rest on one study

Description

A reusable instructional pattern in which design practice is completed through repeated cycles. "The practical training followed a structured design process, including Design principles instruction, TPACK analysis of teaching videos, TPACK analysis of activity design, activity design, feedback and revision, micro-teaching, feedback, further revision, and reflection." Each cycle produces an original plan and a revised plan after instructor and peer feedback, and the cycle is repeated across conversation, narrative, and literary activity types. Participants rated the repeated practice and feedback as very helpful for improving instructional design competence.

Design Implications

Context

Requirements

• Instructor and peer feedback after each design round; teaching video cases for TPACK analysis; micro-teaching opportunities

Constraints

• Applied in this study only to three language activity types within a single course at one university

Target Learners

• pre-service preschool teachers

Target Goals

• instructional design competence development through iterative practice and reflection

Claims

• Iterative Design Steady Growth No Excellent [+M]
• Early-stage IDC growth shows simplification, linearity, and dogmatism, with focal points shifting from format to content to technology across rounds [+M]
• A 13-week TPACK-based course significantly improves pre-service preschool teachers' instructional design competence compared with traditional instruction [+W]

Related Designs

• Iterative co-design development cycle with design-implement-revise cycles

Related Patterns

Examples

• TPACK-based Preschool Language Education course (objectives, content, learning organization, assessment)
• Revision Cycles
• Revision
• Iterative post-teaching analysis with rubric-aligned written feedback and revise-and-resubmit cycles
• Use TPACK-based analysis of teaching video cases and design artifacts to build novice instructional designers' metacognition

Key Sources

• Ren, X., Chano, J., & Saihong, P. (2025). Developing a TPACK-based Course to Promote the Pre-service Preschool Teachers' Instructional Design Competence. Higher Education Studies, 15(2). https://doi.org/10.5539/hes.v15n2p37

Page metadata

Field	Value
type	design
id	iterative-tpack-design-practice-cycle
title	Iterative TPACK design-practice cycle with feedback, revision, micro-teaching, and reflection
description	A reusable instructional pattern in which design practice is completed through repeated cycles.
status	review
generated	by process:wiki-ingest on 2026-09-27
trust	unverified — no one has confirmed this page's content
sources	1 — ren-2025

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