Abstract—The study aimed to identify the importance of training female early childhood teachers in educational design processes through project-based learning in order to improve their educational design processes. In addition, the study sought to identify the pros and cons of training on instructional design through project-based learning from the students' perceptions, and to provide recommendations and suggestions to overcome any negatives. A mixed-method research design was used in this study, in which a questionnaire was distributed to (40) female students in the early childhood major in the College of Education, Imam Abdul Rahman bin Faisal University, Saudi Arabia, and interviews were conducted with (12) of them to get a deeper understanding of possible areas of improvement in the instructional design processes, and the pros and cons of training. The results of this study revealed a clear improvement in the educational design processes represented in analysis, design, development, experimentation, and evaluation. The students also showed positive improvement and development in 1) the cognitive and skill aspects of instructional design processes, 2) social skills, such as communication skills, leadership skills, exchange of experiences, and appreciation of teamwork, and 3) emotional skills, such as reducing anxiety and tension. At the end of this study, the researchers have presented some recommendations and suggestions in light of the improvement aspects suggested by the participants.
Index Terms—Early childhood teacher, instructional design process, pre-service teacher' perceptions, project-based learning.
Mona A. Alromaih and Essa A. Alibraheim are with College of Education, Imam Abdulrahman Bin Faisal University, P.O. Box 1982, Dammam 31441, Saudi Arabia (e-mail: firstname.lastname@example.org, email@example.com).
Sabah A. Elsayed is with College of Education, Suez University, Suez, Egypt (e-mail: firstname.lastname@example.org).