Publication: Development of a curriculum for enhancing instructional design ability of preservice special education teachers
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Issued Date
2024-07-19
Resource Type
Language
eng
File Type
application/pdf
Access Rights
Open Access
Rights
ผลงานนี้เผยแพร่ภายใต้ สัญญาอนุญาตครีเอทีฟคอมมอนส์แบบ แสดงที่มา-ไม่ใช้เพื่อการค้า-ไม่ดัดแปลง 4.0 (CC BY-NC-ND 4.0)
Rights Holder(s)
Srinakharinwirot University
Suggested Citation
Xiaoqin Yan (2024). Development of a curriculum for enhancing instructional design ability of preservice special education teachers. Retrieved from: https://hdl.handle.net/20.500.14740/54647
Alternative Title(s)
การพัฒนาหลักสูตรเพื่อเสริมสร้างความสามารถในการออกแบบการเรียนการสอนของนักศึกษาครูการศึกษาพิเศษ
Author(s)
Advisor(s)
Organization
Abstract
Instructional design ability has always been a key objective in the education of pre-service teachers. Theoretical knowledge of instructional design is the cornerstone for the growth of instructional design ability in pre-service special education teachers. However, pre-service teachers do not fully grasp this theoretical knowledge, resulting in numerous problems in course teaching. This research aims to develop a curriculum for enhancing the instructional design ability of pre-service special education teachers and to evaluate its effectiveness. This research was divided into four stages: First, through literature analysis, in-depth interviews with teaching supervisors, expert special education teachers, and learners, and content analysis of official files, the basic information for curriculum design was determined. Second, a draft curriculum was developed, its quality was checked, and a pilot study was conducted. Third, 32 junior preservice special education teachers from Chongqing Normal University were randomly selected as a sample, and the curriculum was implemented. Lastly, curriculum evaluation and improvements were carried out. The research results were as follows: (1) the curriculum was comprised of 48 class periods, divided into eight units and three learning stages; (2) all pre-service special education teachers demonstrated significant improvement, notably higher compared to before and a significance level of .05. Pre-service special education teachers expressed high satisfaction with the curriculum.
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Degree Name
DOCTOR OF PHILOSOPHY (Ph.D.)
Degree Discipline
Degree Grantor(s)
Srinakharinwirot University