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In today’s rapidly evolving educational landscape, pre-service teachers (PSTs) must develop technological and pedagogical competencies to integrate digital tools into their teaching effectively. However, existing teacher education programs often lack sufficient support for fostering these skills. This study introduces the Designing for Scenario-Based Learning (DSBL) model. This instructional approach integrates Technological Pedagogical Content Knowledge (TPACK) with scenario-based learning and design thinking to enhance PSTs’ technological integration and instructional design competencies. We examined the effectiveness of DSBL through a quantitative analysis of scores from a pre- and post-course TPACK questionnaire from 30 participants. The initial results show a substantive increase (d = 1.92) in participants’ self-evaluation of their TPACK and design competencies.

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Scenario-Based Learning as a Pedagogical Strategy: Fostering TPACK and Design Competences in Pre-service Teachers

  • 会议论文

  • 发表日期：

    2025年

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  • Moshi Wang,
  • Peter Reimann

摘要

In today’s rapidly evolving educational landscape, pre-service teachers (PSTs) must develop technological and pedagogical competencies to integrate digital tools into their teaching effectively. However, existing teacher education programs often lack sufficient support for fostering these skills. This study introduces the Designing for Scenario-Based Learning (DSBL) model. This instructional approach integrates Technological Pedagogical Content Knowledge (TPACK) with scenario-based learning and design thinking to enhance PSTs’ technological integration and instructional design competencies. We examined the effectiveness of DSBL through a quantitative analysis of scores from a pre- and post-course TPACK questionnaire from 30 participants. The initial results show a substantive increase (d = 1.92) in participants’ self-evaluation of their TPACK and design competencies.