Relationship of Pedagogical Skills and Content Knowledge with Pedagogical Design Capacity in Higher Education of Pakistan

Pedagogical content knowledge is a special type of knowledge possessed by the teachers that not only unravels the teachers understanding of the content but also explains how to teach content (Knowledge of Pedagogy) effectively. The purpose of study was to check the relationship of teacher educators pedagogical content knowledge and pedagogical skills with their pedagogical design capacity. Purposive sampling technique was applied for selecting 200 teachers educators of the Departments of Education of public universities of Punjab and colleges of education in Pakistan. The questionnaire was used for data collection and Pearsons correlation used for data analysis.The results revealed that a significant and moderate relationship existed between teachers PCK and PDC. The result showed a significant and strong relationship between teachers PS and PDC. It is concluded there was a noteworthy and moderate connection between educators PCK and their PDC and positive connection existed between educators PCK, PS, and their PDC.

The Teacher as a Lesson Designer

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.

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

<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>