How Does Learning Instructional Design Theories Affect Pre-service Mathematics Teachers’ Instructional Design, TPACK Development, and Mathematics Teaching Anxiety?

Abstract

This study examines how Instructional Design (ID) learning is incorporated into the lesson plans of pre-service mathematics teachers, the development of Technological Pedagogical Content Knowledge (TPACK) abilities through ID learning, the effect on mathematics teaching anxiety, and the relationships among these factors. Eighty-one pre-service mathematics teachers from the Faculty of Science at University A participated by completing self-assessments and submitting their lesson plans. Analysis showed that ID learning improved self-evaluation across all TPACK components, although mathematics teaching anxiety remained unchanged. Incorporating eliciting performance in lesson plans correlated with higher self-evaluation in PK, TK, PCK, TCK, and TPCK while providing feedback correlated with higher TPK self-evaluation. Additionally, higher CK was associated with less emphasis on recalling prerequisite knowledge in lesson plans and increased teacher-centered mathematics teaching anxiety.