Enhancing Pre-service Teacher’s Self-efficacy and Technological Pedagogical Content Knowledge in Designing Digital Media with Self-regulated Learning Instructional Support in Online Project-based Learning

Abstract

This study investigated pre-service teachers’ self-efficacy in designing digital media and their techno- logical pedagogical content knowledge (TPCK) for designing digital media using different forms of self- regulated learning instructional support for online project-based learning. The study used a 2 × 2 factorial research design. The sample consisted of 232 pre-service teachers from an institution situated in Bangkok, Thailand. The four different forms of self-regulated learning instructional support for online project-based learning were PB + SQ + PA, PB + SQonly, PB + PAonly, and PBonly. Two-way Multivariate Analysis of Variance (MANOVA) was used for data analysis. The results showed significant differences in pre-service teachers’ self-efficacy and TPCK posttest scores. No main effect was found between two dif- ferent self-regulated learning strategies (SQ and PA) upon the means of self-efficacy in designing digital media scores and TPCK scores. The self-regulated learning strategies (SQ and PA) had a statistically sig- nificant interaction upon the means of self-efficacy in designing digital media scores while the self-regu- lated