Effects of Teacher Education Programs on Instructional Design Knowledge with Student Teachers’ Self-efficacy Perception and TPACK Framework Knowledge

Abstract

This research has two main objectives. Firstly, to develop a causal model
of teacher-education programs affecting the instructional design knowledge (and
verification of the selected model for fitness for purpose). Secondly, to analyze the
nature of direct effect on the mediation of teacher-education programs on instructional
design knowledge, as well as the indirect effect mediation of TPACK framework
knowledge with self-efficacy perception in the design of teaching programs. The
samples consisted of 517 fifth-year student-teachers from universities within the
Bangkok catchment area, drawn from a random sampling. The questionnaire for the
design of teaching programs became the research instrument and the data were
analyzed by Descriptive Statistics, Structural Equation Modeling Analysis (using
LISREL Program).
The findings included the following: 1) the model was appropriate for empirical
data with Chi-Square value distribution (χ2 = 5.44; df = 8; p-value = .709) (which
was statistically insignificant). Goodness-of-Fit Index (GFI) value was .997 and the
Adjusted Goodness-of-Fit Index (AGFI) value was .988, indicating that the model
was consistent with empirical data; 2) Causal Model of teacher-training programs
affecting the design of instructional knowledge is the partial mediating research model.
The design of instructional knowledge benefited directly from the experience gained
through teacher-training programs (.34) and indirectly through the involvement of
self-efficacy perception and TPACK framework knowledge (.54). All values are at .05
statistical significance level.