Develop instructional design competence through integrated curricula combining knowledge, hands-on design practice, and personal attributes¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article recommends that teacher preparation institutions use the validated competence model as a guideline for curriculum design, integrating knowledge components (curriculum and learner analysis), design capabilities such as creating innovative learning activities, and personal attributes such as systematic thinking and teamwork. It states that "the development of instructional design competence should emphasize hands-on practice and the cultivation of personal attributes that promote systematic thinking and effective teamwork."

Design Implications¶

Context¶

Requirements¶

• Teacher preparation curricula with content spanning the knowledge, ability, and personal-attributes dimensions
• Practical teaching experiences that develop design capability, not only knowledge

Constraints¶

• The recommendation is grounded in a validated competence-structure model from one Thai university sample, not in an intervention trial testing curriculum effects

Target Learners¶

• Pre-service teachers in teacher education programs

Target Learning Goals¶

• Instructional design competence for effective teaching and learning management in the 21st century

Affordances¶

• Idc Three Dimension Model Pre Service Teachers

Claims¶

• Design of learning activities and measurement/evaluation load highest among knowledge and ability components; systematic thinking highest among personal attributes [+W]

Related Strategies¶

Examples¶

-

Key Sources¶

• 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