Abstract:

The present study aimed to improve student teachers' technological pedagogical content knowledge (TPACK) and learning and teaching conceptions through technology-supported UbD-based instructional design training. It employed an action research design that comprises quantitative and qualitative research processes. In the study, 215 student teachers in 25 different groups participated in UbD-based instructional design training that includes poetry design, PowerPoint design, video research and asking questions, scenario-based visual aided learning activity design, and UbD unit design tasks by Google Classroom. As data collection tools, TPACK self-efficacy beliefs scale and learning and teaching conceptions scales, and collective written diaries were used. Statistical findings showed that UbD-based instructional design contributed to a significant improvement in student teachers' TPACK and constructivist teacher conceptions while a decrease in behaviorist teacher conceptions. Content analysis results pointed out that the experiences and effects of UbD on student teachers were discovered under five themes: development of (a) TPACK, (b) constructivist teacher understanding, (c) lifelong learning experiences, (d) affective orientation (e) the restrictions of UbD based instructional design. Within the professional development program's scope, it is suggested that the researchers should conduct projects, workshops, and research courses on the development of student teachers' competencies in UbD-based instructional design studies.

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