From Needs Analysis to a Design Framework: Developing a Project-Based TPACK Mobile Learning Module for Pre-Service Teachers

Abstract

The theory-practice gap in Technological Pedagogical Content Knowledge (TPACK) application remains a critical challenge for pre-service teacher education, particularly in rural and multi-ethnic contexts where instructional resources and context-specific examples are limited. As the first phase of designing, developing, and evaluating a project-based TPACK mobile learning module (TPACK-Pj), this study conducted a mixed-methods needs analysis to inform the development of a design framework. Quantitative data from 100 pre-service teachers and qualitative insights from 5 focus group participants were analyzed to identify current TPACK skill levels, instructional challenges, learning needs, and learning preferences. Results showed that pre-service teachers have moderate TPACK skills (M = 3.15), high perceived instructional challenges (M = 3.87), strong practice-driven learning needs (M = 4.30) and mobile learning preferences (M = 4.36). A significant positive correlation existed among challenges, needs, and preferences (r = 0.546–0.840, p