Tracing teachers’ change of pedagogical design capacity through professional development
Bibliographic Data
| ID | 21345486 |
|---|---|
| Authors | Ümran Yazıcılar Nalbantoğlu (0000-0002-5535-9075, Oldendorff Carriers GmbH & Co. KG, corresponding author), Nilay T Bümen (0000-0003-1891-6589, Ege University) |
| Year | 2025 |
| Volume | 57 |
| Issue | 2 |
| Pages | 203-226 |
| Publication date | 2025-03-04 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Curriculum Studies (JOURNAL) |
| Journal identifiers | ISSN: 0022-0272 • E-ISSN: 1366-5839 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00220272.2024.2328083 |
| OpenAlex | W4393378732 |
| Language | EN |
| References cited | 45 |
Curriculum adaptation is unavoidable, according to both Turkish and international research. Deliberative adaptations, however, are not as simple as they appear, and teachers with low pedagogical design capacity (PDC) may make haphazard adaptations or fail to make the necessary adaptations. Therefore, professional development (PD) is crucial in making teachers’ adaptations more deliberatively and systematically. In this case study, drawing on the interconnected model of professional growth, the change of pathways of four mathematics teachers’ PDC was explored within the context of a PD. The findings revealed that the capacity to use curricular resources, the capacity to use personal resources, and beliefs towards the use of curriculum emerged as three change indicators of PDC. While teachers’ interactions with the facilitator were effective in fostering knowledge change, getting and reflecting on students’ learning outcomes was effective in fostering belief change. The results are discussed in the context of curricular and PD studies
Engineering ethics · Mathematics education · Pedagogy · Professional development · Programming language · Sociology · Tracing · Art Education and Development · Computer Science · Educational Environments and Student Outcomes · Engineering · Psychology · Teacher Education and Leadership Studies
Education at a Glance 2017
Conceptualizing the curriculum enactment process in mathematics education
Identifying the characteristics of effective teacher professional development
Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula
Effective Teacher Professional Development
The relationship between the types of professional development activities teachers participate in and their self-efficacy
Teacher curriculum competence
The Interconnected Model of Professional Growth as a means to assess the development of a mathematics teacher
Measuring teacher motivation
Elaborating a model of teacher professional growth
Understanding pedagogical design capacity through teachers’ narratives
Changes in the curriculum adaptation skills of teachers as a result of professional development support
The use of the Interconnected Model of Teacher Professional Growth for understanding the development of science teachers’ knowledge on models and modelling
Practicing Change
Chinese primary school mathematics teachers working in a centralised curriculum system
Using thematic analysis in psychology
Naturalistic inquiry
Improving Impact Studies of Teachers' Professional Development
Helping Novices Learn to Teach
| Highly cited | No |
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