How School Support Influences the Content Creation of Pre-Service Teachers’ Instructional Design
In the rapidly evolving educational landscape, understanding how school support influences the content creation of pre-service teachers’ instructional design is crucial for fostering effective teaching practices and sustainable professional development. This study aims to explore the influence pathw...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-04-01
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| Series: | Behavioral Sciences |
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| Online Access: | https://www.mdpi.com/2076-328X/15/5/568 |
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| author | Yanlong Liang Jijian Lu |
| author_facet | Yanlong Liang Jijian Lu |
| author_sort | Yanlong Liang |
| collection | DOAJ |
| description | In the rapidly evolving educational landscape, understanding how school support influences the content creation of pre-service teachers’ instructional design is crucial for fostering effective teaching practices and sustainable professional development. This study aims to explore the influence pathways and mechanisms through which school support affects the content creation of pre-service teachers’ instructional design. A total of 871 Chinese pre-service teachers were surveyed using an online questionnaire to assess school support, generative AI technology, self-efficacy, and instructional design content creation. The results indicate that school support has a significant positive predictive effect on the content creation of pre-service teachers’ instructional design. Moreover, generative AI technology and self-efficacy of pre-service teachers play a chain mediating role between school support and instructional design content creation. To enhance the content creation of pre-service teachers’ instructional design and promote the sustainability of teachers’ professional development, it is recommended that emphasis be placed on the application of school support and generative AI technology, as well as the enhancement of self-efficacy of pre-service teachers. |
| format | Article |
| id | doaj-art-e1d052b00ef84d6fb2207143a175dd47 |
| institution | DOAJ |
| issn | 2076-328X |
| language | English |
| publishDate | 2025-04-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Behavioral Sciences |
| spelling | doaj-art-e1d052b00ef84d6fb2207143a175dd472025-08-20T03:14:38ZengMDPI AGBehavioral Sciences2076-328X2025-04-0115556810.3390/bs15050568How School Support Influences the Content Creation of Pre-Service Teachers’ Instructional DesignYanlong Liang0Jijian Lu1School of Computer Science and Software, Zhaoqing University, Zhaoqing 526020, ChinaChinese Education Modernization Research Institute, Hangzhou Normal University, Hangzhou 311121, ChinaIn the rapidly evolving educational landscape, understanding how school support influences the content creation of pre-service teachers’ instructional design is crucial for fostering effective teaching practices and sustainable professional development. This study aims to explore the influence pathways and mechanisms through which school support affects the content creation of pre-service teachers’ instructional design. A total of 871 Chinese pre-service teachers were surveyed using an online questionnaire to assess school support, generative AI technology, self-efficacy, and instructional design content creation. The results indicate that school support has a significant positive predictive effect on the content creation of pre-service teachers’ instructional design. Moreover, generative AI technology and self-efficacy of pre-service teachers play a chain mediating role between school support and instructional design content creation. To enhance the content creation of pre-service teachers’ instructional design and promote the sustainability of teachers’ professional development, it is recommended that emphasis be placed on the application of school support and generative AI technology, as well as the enhancement of self-efficacy of pre-service teachers.https://www.mdpi.com/2076-328X/15/5/568school supportpre-service teachersinstructional designgenerative AI technologyself-efficacy |
| spellingShingle | Yanlong Liang Jijian Lu How School Support Influences the Content Creation of Pre-Service Teachers’ Instructional Design Behavioral Sciences school support pre-service teachers instructional design generative AI technology self-efficacy |
| title | How School Support Influences the Content Creation of Pre-Service Teachers’ Instructional Design |
| title_full | How School Support Influences the Content Creation of Pre-Service Teachers’ Instructional Design |
| title_fullStr | How School Support Influences the Content Creation of Pre-Service Teachers’ Instructional Design |
| title_full_unstemmed | How School Support Influences the Content Creation of Pre-Service Teachers’ Instructional Design |
| title_short | How School Support Influences the Content Creation of Pre-Service Teachers’ Instructional Design |
| title_sort | how school support influences the content creation of pre service teachers instructional design |
| topic | school support pre-service teachers instructional design generative AI technology self-efficacy |
| url | https://www.mdpi.com/2076-328X/15/5/568 |
| work_keys_str_mv | AT yanlongliang howschoolsupportinfluencesthecontentcreationofpreserviceteachersinstructionaldesign AT jijianlu howschoolsupportinfluencesthecontentcreationofpreserviceteachersinstructionaldesign |