نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار، گروه علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران
2 گروه علوم تربیتی، دانشگاه فرهنگیان مازندران، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Background and Objectives: This study examines the impact of interactive digital content on enhancing microteaching quality and increasing satisfaction among pre-service teachers. It explores how interactive technologies influence teaching competencies and learner engagement within the instructional process, aiming to propose strategies for improving educational quality.
Methodology: A quasi-experimental design was implemented over eight weeks during the 2024–2025 academic year, using a pre-test–post-test control group structure. A total of 132 female pre-service teachers were randomly assigned via block randomization to either the experimental group (n = 65), which received instruction through interactive digital content, or the control group (n = 67), which followed traditional teaching methods. Data collection instruments included a Teaching Quality Checklist with three components; content richness, pedagogical-technological interaction, and instructional effectiveness (α = 0.89), and a Satisfaction Survey measuring self-efficacy, motivation toward instructional materials, and user-friendliness (α = 0.92).
Findings: The use of interactive digital content significantly improved teaching quality (p < 0.01), with notable gains in content richness, pedagogical-technological interaction, and instructional effectiveness. These improvements varied across academic disciplines. Additionally, interactive technologies significantly enhanced self-efficacy, intrinsic motivation, and overall satisfaction (p < 0.01), highlighting their role in promoting reflective practice and learner-centered instruction.
Conclusion: Interactive digital content substantially enhances microteaching quality and pre-service teacher satisfaction. However, its effectiveness is influenced by academic discipline, technological readiness, and digital literacy. These findings underscore the importance of revising technology-integrated teacher education programs to address disparities in access and digital training.
کلیدواژهها [English]
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