Understanding pedagogical design capacity through teachers’ narratives

Davis, Elizabeth A.; Beyer, Carrie J.; Forbes, Cory T.; Stevens, Shawn Y.

doi:10.1016/j.tate.2011.01.005

Cited by 81 publications

(68 citation statements)

References 49 publications

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“…Findings from teachers' existing orientations on curriculum design show that teachers use their own experience as a resource for inspiration to design learning activities for kindergartners. This finding is in line with the study on design practice by elementary schoolteachers by Beyer et al (2011). The findings of this study suggest that what a teacher knows about teaching and learning influences the goals that a teacher sets and thereby also calls into memory the kinds of activities that a teacher knows would work to achieve these goals.…”

Section: Conclusion and Discussionsupporting

confidence: 90%

“…TPACK as practical knowledge intertwines with the knowledge and beliefs about curriculum. Teachers often adapt curriculum materials to better fit their classroom practice (Davis, Beyer, Forbes, & Stevens, 2011;Remillard, 2005). While such adaptations result from reasoning from their practical knowledge, teachers also use curriculum design knowledge (Remillard, 2005).…”

Section: Existing Orientationsmentioning

confidence: 99%

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Understanding decision making in teachers’ curriculum design approaches

Boschman

McKenney

Voogt

2014

Education Tech Research Dev

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The goal of this study was to reach a better understanding of the intuitive decisions teachers make when designing a technology-rich learning environment. A multiple case-study design was employed to examine what kinds of factors (external priorities, existing orientations or practical concerns) influence design interactions of teams of kindergarten teachers. This study combines semi-structured interview data on teachers' existing orientations with analysis of teachers' design discussions during the design of learning material for a technology-rich learning environment. Three teams of teachers voluntarily participated. Findings on the existing orientations suggest that knowledge and beliefs about teaching and learning related to knowledge and beliefs on technology and early literacy. The analysis of teachers' discussions revealed that the process could be characterized to a large extent as brainstorms; and that problems are not addressed in depth. Rather they are resolved through brainstorming, and most argumentation falls in the realm of practical concerns: how to organize learning activities and how to respond to contingencies. The findings of this study suggest that teachers' explicated design reasoning is mostly influenced by practical concerns, yet their own knowledge and beliefs play an important role at the start of the design process. However, these existing orientations as well as the practical concerns that emerge during the conversation tend to be narrow in scope. Theoretical and practical implications are discussed in light of how this study provides understanding of how to support these teachers.

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Section: Conclusion and Discussionsupporting

confidence: 90%

Section: Existing Orientationsmentioning

confidence: 99%

Understanding decision making in teachers’ curriculum design approaches

Boschman

McKenney

Voogt

2014

Education Tech Research Dev

View full text Add to dashboard Cite

show abstract

“…As suggested by other researchers, the instructional goals framed by each PST seemed to reflect, in part, PSTs' developing understanding about science as a discipline (see Davis et al, 2011;Forbes, 2013;Zangori, Forbes, & Biggers, 2013). For example, the PSTs who see science as a combination of two separate entities, content and process, instead of science as practice-the new image of science advocated by science education community (Lehrer & Schauble, 2006;NGSS Lead States, 2013;NRC, 2012)-likely frame their goal as teaching either a piece of content or process in a lesson.…”

Section: Provide Opportunities For Psts To Expand the Goals Of Instrumentioning

confidence: 91%

“…Researchers who study teachers' curriculum use or planning practices reported similar patterns (e.g., Choppin, 2011;Davis et al, 2011), explaining that the teachers' knowledge or perception of students as learners influenced the teachers' interpretations about the problems and their curriculum use.…”

Section: Facilitate Social and Professional Interactions That Lead Psmentioning

confidence: 95%

“…Studies show that solely providing curriculum materials to teachers is not sufficient to facilitate robust student learning (Alozie, Moje, & Krajcik, 2010;Barab & Luehmann, 2003;Brown, 2002;Davis, Beyer, Forbes, & Stevens, 2011;Forbes & Davis, 2010;Lloyd, Remillard, & Herbel-Eisenmann, 2009;Penuel, Gallagher, & Moorthy, 2011;Remillard, 2005). Teachers activate inert curriculum materials into lived instructional tasks by specifying resources, procedures, and outcomes for a particular set of students in a particular time frame during planning (Kennedy, 2005).…”

Section: Introductionmentioning

confidence: 99%

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Preservice Teachers’ Learning to Plan Intellectually Challenging Tasks

Kang

2016

Journal of Teacher Education

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This study explores how and under which conditions preservice secondary science teachers (PSTs) engage in effective planning practices that incorporate intellectually challenging tasks into lessons. Drawing upon a situative perspective on learning, eight PSTs' trajectories of participation in communities of practice are examined with a focus on planning throughout student teaching. Data include 32 sets of teaching artifacts, interviews with PSTs, interviews with methods course instructors, and interviews with mentor teachers. The analyses show that instructional tasks observed at the beginning of lessons link to the ways in which PSTs engage in the three interrelated processes of (a) framing instructional goals, (b) constructing a lesson scenario, and (c) addressing problems of practice. The consistencies and changes observed in the PSTs' trajectories of planning reveal the dynamic, responsive, and contentious nature of planning situated in local contexts. Three implications for designing productive learning opportunities for PSTs are discussed.

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Reshaping curriculum adaptation in the age of artificial intelligence: Mapping teachers' AI‐driven curriculum adaptation patterns

Karataş,

Eriçok,

Tanrikulu

2024

British Educational Res J

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A national curriculum cannot be uniformly applied in all classrooms. Educators frequently adapt the official curriculum to suit their particular circumstances. In exploring the interplay between artificial intelligence (AI) technologies and curriculum adaptation in education, this study bridges a significant gap in the literature by exploring how AI tools influence teachers' strategies for adapting curricula. Employing an explanatory sequential design, the research analyses both qualitative and quantitative data from 440 teachers, using the Curriculum Adaptation Patterns Scale and focus group semi‐structured interviews. Results indicate a balanced approach among teachers towards extending and revising the curriculum, with less emphasis on omission. Notably, curriculum adaptation practices evolve positively with increased professional experience, differ across disciplines, but remain constant across school levels and educational levels. Qualitatively, teachers reported positive experiences using AI, particularly ChatGPT, to make their lessons better fit students' needs. They've used it to omit parts that aren't needed, add more relevant and personalised content, and revise or replace the content. The findings highlight AI's transformative potential in curriculum adaptation, making education more engaging, relevant and personalised. The study contributes to understanding how AI can support effective curriculum implementation and enhance learning experiences in the digital age.

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Understanding pedagogical design capacity through teachers’ narratives

Cited by 81 publications

References 49 publications

Understanding decision making in teachers’ curriculum design approaches

Understanding decision making in teachers’ curriculum design approaches

Preservice Teachers’ Learning to Plan Intellectually Challenging Tasks

Reshaping curriculum adaptation in the age of artificial intelligence: Mapping teachers' AI‐driven curriculum adaptation patterns

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