Pre-Service Teachers' Instructional Innovation Capabilities: A Many-Faceted Rasch Model Analysis

Innovation capability has become a necessary requirement for qualified teachers in the context of informatization. However, the validity and objectivity of existing assessments are unclear. Therefore, this study selected nine researchers to evaluate the instructional innovation capabilities of 60 pre-service teachers from a Chinese normal university. The Many-Faceted Rasch Model (MFRM) was used to measure and analyze the rater severity, difficulty of evaluation criteria, and instructional innovation capability of pre-service teachers. Combined with qualitative analysis, the results showed that most participants had moderate instructional innovation capability, and only certain individuals demonstrated a high level. In addition, innovation related to teaching content and learning activities was easier than innovation related to instructional and evaluation strategies. These results suggest directions for fostering pre-service teachers' instructional innovation capabilities. Many-Faceted Rasch Model (MFRM) analysis using instructional plans written by pre-service teachers and scores form nine researchers to more objectively and accurately identify the levels and differences in pre-service teachers' instructional innovation capabilitiesPurpose: Using Many-Faceted Rasch Model (MFRM) to create a profile of pre-service teachers' with regard to their instructional innovation capability. Methods: This study selected nine researchers to evaluate the instructional innovation capabilities of 60 pre-service teachers from a Chinese normal university. The MFRM was used to measure and analyze the rater severity, difficulty of evaluation criteria, and instructional innovation capability of pre-service teachers. Conclusions: Most participants had moderate instructional innovation capability, and only certain individuals demonstrated a high level. In addition, innovation related to teaching content and learning activities was easier than innovation related to instructional and evaluation strategies. Implications: Different instructional plans, the severity of following to the plan and rater severity might have caused differences in the evaluation results.