Three-dimension model of instructional design competence for pre-service teachers (knowledge, ability, personal attributes)¶

Theory · All theories
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 develops and validates a competence model in which instructional design competence comprises three dimensions: knowledge and understanding of instructional design, ability in instructional design, and personal attributes. The knowledge and ability dimensions share six components—curriculum analysis, learner analysis, determination of learning objectives, design of learning activities, selection of instructional media and resources, and measurement and evaluation of learning outcomes—while personal attributes cover curiosity, teamwork, systematic thinking, creativity, and ethical values. The model was operationalized as a questionnaire with indicators for each component and validated via CFA.

Design Implications¶

Context¶

Requirements¶

• Questionnaire items operationalizing each component and indicator, developed from literature review and expert interviews
• Validation through confirmatory factor analysis with an adequately sized respondent sample

Constraints¶

• Developed and validated with Thai pre-service teachers at one Thai university; the article frames it as a guideline for teacher preparation institutions in that context

Target Learners¶

• Pre-service teachers (third and fourth year) in teacher education programs

Target Learning Objectives¶

• Instructional design competence, including lesson planning, learner analysis, activity design, media selection, and assessment of learning outcomes

Claims¶

• Idc Competence Three Dimensions Validated [+M]

Related Theories¶

Examples¶

• Three-layer competency map linking graduate attributes to measurable behaviors

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