Use TPACK-based analysis of teaching video cases and design artifacts to build novice instructional designers' metacognition¶

Strategy · All strategies
Evidence · no claims cited

Description¶

A concrete teaching activity in which educators guide pre-service teachers to analyze specific teaching video cases and instructional design components through the TPACK framework, then design, receive feedback, revise, micro-teach, and reflect. The article states that "TPACK-based analysis is the element of teaching the meta-cognition of instructional design that can help pre-service teachers better improve teaching design knowledge and teaching design skills." It was implemented across three iterative cycles in the experimental course.

Design Implications¶

Context¶

Requirements¶

• Teaching video cases and design tasks aligned to the TPACK framework; structured feedback from instructors and peers

Constraints¶

• Studied with pre-service teachers in the early stage of professional development with no prior instructional design experience

Target Learners¶

• pre-service preschool teachers

Target Learning Goals¶

• instructional design knowledge, skills, and metacognition

Related Strategies¶

• Analyzing Video Replays

Examples¶

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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