Teachers’ Pedagogical Design Capacity for Scientific Argumentation

2016 ◽  
Vol 100 (4) ◽  
pp. 645-672 ◽  
Author(s):  
AMANDA KNIGHT-BARDSLEY ◽  
KATHERINE L. McNEILL
Keyword(s):  
Scientific Argumentation ◽  
Design Capacity ◽  
Pedagogical Design Capacity ◽  
Pedagogical Design

scholarly journals Pedagogical Design Capacity and Underlying Knowledge Base of Curriculum Materials Use of a Hong Kong English Teacher

2016 ◽  
Vol 9 (5) ◽  
pp. 85
Author(s):  
Ivan Chong
Keyword(s):  
Hong Kong ◽  
Practical Knowledge ◽  
Single Case ◽  
Curriculum Materials ◽  
English Teacher ◽  
Structured Interviews ◽  
Design Capacity ◽  
Pedagogical Design Capacity ◽  
Pedagogical Design ◽  
Two Stages

<p>Using <em>pedagogical design capacity (PDC)</em> as the conceptual framework, this single-case study examines how an English teacher in Hong Kong perceives and mobilizes curriculum materials to teach reading comprehension to secondary one students in two stages of implementation. Relying on data collected from semi-structured interviews, lesson observations, and analysis of curriculum materials, the study sought to uncover the underlying teacher knowledge at work when the teacher interacts with the curriculum materials. The findings show that knowledge of curriculum materials, personal practical knowledge, and knowledge of learners play an important role in making teachers more adept at using curriculum materials. Ultimately, the paper concludes with implications both theoretical and practical: The expansion of PDC framework and support to English teachers’ use of school-based curriculum materials.</p>

Understanding pedagogical design capacity through teachers’ narratives

2011 ◽  
Vol 27 (4) ◽  
pp. 797-810 ◽  
Author(s):  
Elizabeth A. Davis ◽  
Carrie Beyer ◽  
Cory T. Forbes ◽  
Shawn Stevens
Keyword(s):  
Design Capacity ◽  
Pedagogical Design Capacity ◽  
Pedagogical Design

scholarly journals The Teacher as a Lesson Designer

2019 ◽  
Vol 9 (2) ◽  
pp. 139
Author(s):  
Ljerka Jukić Matić
Keyword(s):  
Mathematics Teacher ◽  
Teaching Practice ◽  
Design Capacity ◽  
Mathematics Classrooms ◽  
Pedagogical Design Capacity ◽  
Pedagogical Design

Teachers’ pedagogical design capacity is their ability to perceive and mobilise existing resources to create productive instructional episodes in the classroom. To a certain extent, this ability is dependent on the curricular resource used. As the textbook remains the most commonly used curricular resource in mathematics classrooms, the study reported in this paper investigates how and why one experienced mathematics teacher utilises the textbook. Data were gathered using lesson observations, as well as pre-lesson and post-lesson interviews. The teacher used offloading on the textbook, adapting the textbook content and improvising in the lessons to varying degrees, being aware of the affordances and constraints that the textbook has for her teaching practice. That approach to the textbook enabled the teacher to create various opportunities that enhance learning. The results of the study indicate that the mathematics teacher’s awareness of what a particular resource offers for teaching practice, and what constraints could be encountered on this journey are significant in terms of the teacher’s design capacity.

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