Since 2020, teaching has gone through substantive transformation. Teacher educators have been compelled to reevaluate their instructional strategies and the use of technology to deliver effective training for pre-service teachers. The year 2020 escalated the use of teaching strategies that relied on technology as a crucial tool in all teaching processes. Moreover, from the year 2020 and onwards, teacher educators’ knowledge of teaching, curriculum, and technology has been transformed to align with the new teaching and learning requirements for creating and delivering instruction in teacher education. However, little is mentioned in studies on how teacher educators think about lesson activities, especially how they map out instructional pathways and technology integration in a technology-rich environment. It is against this backdrop that this study uses qualitative and interpretive paradigms to investigate teacher educators’ use of mind-mapping for instructional practices in a technology-rich environment. The objective was to understand how they develop or prioritize the development of technological pedagogical content knowledge (TPACK). Six participants were purposively selected based on the criteria that the participants must use mind-mapping to plan lesson activities and integrate technology into the lesson, reflect on the instructional process, and allow the researchers to observe their classroom teaching engagements. Data was generated and collected using journal reflections, observations, and document analysis. The findings showed that the teacher educators made use of mind-mapping in the preparation of lesson activities and created rubrics using mind-mapping. They also used self-made video podcasts and integrated videos in lesson activities and mind-mapped assessment pathways with technology. From the narrations shared by the participants, the use of mind-mapping opened new strategies of planning, teaching, and assessing instruction with technology to develop technological pedagogical content knowledge.

2020年以来，教学发生了实质性转变。教师教育工作者被迫重新评估他们的教学策略和技术的使用，以便为职前教师提供有效的培训。2020年，教学策略的使用得到升级，将技术作为所有教学过程中的关键工具。此外，从2020年起，教师教育工作者的教学、课程和技术知识已经发生转变，以适应教师教育创建和实施教学的新教学要求。然而，关于教师教育者如何看待课程活动，特别是他们如何在技术丰富的环境中规划教学路径和技术集成的研究很少提及。正是在这种背景下，本研究使用定性和解释范式来调查教师教育工作者在技术丰富的环境中使用思维导图进行教学实践的情况。目的是了解他们如何开发技术教学内容知识（TPACK）或优先开发技术教学内容知识（TPACK）。我们特意选择了六名参与者，其标准是参与者必须使用思维导图来计划课程活动并将技术融入课程，反思教学过程，并让研究人员观察他们的课堂教学活动。数据是通过期刊反思、观察和文档分析生成和收集的。研究结果表明，教师教育工作者在准备课程活动时利用了思维导图，并使用思维导图创建了规则。他们还使用自制的视频播客，并将视频集成到课程活动中，并通过技术进行思维导图评估路径。从参与者分享的叙述来看，思维导图的使用开启了利用技术规划、教学和评估教学的新策略，以开发技术教学内容知识。