ArticleBehavioral sciences (Basel, Switzerland)2025
How School Support Influences the Content Creation of Pre-Service Teachers' Instructional Design.
Article in Behavioral sciences (Basel, Switzerland), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- The Impact of Educational LLM Agent Use on Teachers' Curriculum Content Creation: The Chain Mediating Role of School Support and Teacher Self-Efficacy.Behavioral sciences (Basel, Switzerland) · 2026Article
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Authors and funding
2 authors.
Funding
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Abstract
In the rapidly evolving educational landscape, understanding how school support influences the content creation of pre-service teachers' instructional design is crucial for fostering effective teaching practices and sustainable professional development. This study aims to explore the influence pathways and mechanisms through which school support affects the content creation of pre-service teachers' instructional design. A total of 871 Chinese pre-service teachers were surveyed using an online questionnaire to assess school support, generative AI technology, self-efficacy, and instructional design content creation. The results indicate that school support has a significant positive predictive effect on the content creation of pre-service teachers' instructional design. Moreover, generative AI technology and self-efficacy of pre-service teachers play a chain mediating role between school support and instructional design content creation. To enhance the content creation of pre-service teachers' instructional design and promote the sustainability of teachers' professional development, it is recommended that emphasis be placed on the application of school support and generative AI technology, as well as the enhancement of self-efficacy of pre-service teachers.
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