Macquarie University
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Understanding pre-service teacher learning design practices

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posted on 2022-03-28, 19:15 authored by Giang N. H. Nguyen
The learning design processes that groups of pre-service teachers utilise when creating ICT-based lessons is an uncharted area. This study explored how pre-service teachers approached collaborative design of their ICT-enhanced lessons and the factors that supported and/or inhibited pre-service teacher design decisions. These issues were investigated by examining three groups of student teachers as they completed a collaborative design assignment over a period of five weeks. Data collected included recordings of in-class team design conversations, online resources and discussions, evolving learning designs, and follow-up interview responses. The findings showed that the pre-service teachers adopted three main approaches to designing: top-down, content-focused and learner-focused approaches while they did not focus upon discussing pedagogy and learning context. In addition, group dynamics, teacher-student interaction and the pre-service teachers’ technological capabilities were identified as both enablers and barriers to designing. Implications for design and execution of pre-service teacher learning design projects are discussed with reference to emergent literature. The outcomes of the study add to existing knowledge pertaining to pre-service teacher education, design of technology-based learning and design thinking, which may be of benefit to pre-service teacher educators and pre-service teachers themselves on their learning pathway to becoming good learning designers.


Table of Contents

1. Introduction -- 2. Literature review -- 3. Methodology -- 4. Findings and discussion -- 5. Conclusions.


Bibliography: pages 98-105 Theoretical thesis.

Awarding Institution

Macquarie University

Degree Type

Thesis MRes


MRes, Macquarie University, Faculty of Human Sciences, Department of Educational Studies

Department, Centre or School

Department of Educational Studies

Year of Award


Principal Supervisor

Matt Bower


Copyright Giang Ngoc Huong Nguyen 2016. Copyright disclaimer:




1 online resource (vi, 205 pages)

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