Tracing teachers' change of pedagogical design capacity through professional development

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dc.authoridYazıcılar Nalbantoglu, Ümran/0000-0002-5535-9075
dc.authoridBumen, Nilay T./0000-0003-1891-6589
dc.contributor.authorNalbantoglu, Umran Y.
dc.contributor.authorBumen, Nilay T.
dc.date.accessioned2024-08-31T07:50:31Z
dc.date.available2024-08-31T07:50:31Z
dc.date.issued2024
dc.departmentEge Üniversitesien_US
dc.description.abstractCurriculum 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.en_US
dc.description.sponsorshipEge University Planning and Monitoring Coordination of Organizational Development and Directorate of Library and Documentationen_US
dc.description.sponsorshipWe would like to thank all the teachers who participated in the study. We are also grateful to Ege University Planning and Monitoring Coordination of Organizational Development and Directorate of Library and Documentation for their support in editing and proofreading service of this study.en_US
dc.identifier.doi10.1080/00220272.2024.2328083
dc.identifier.issn0022-0272
dc.identifier.issn1366-5839
dc.identifier.scopus2-s2.0-85189833766en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.urihttps://doi.org/10.1080/00220272.2024.2328083
dc.identifier.urihttps://hdl.handle.net/11454/105267
dc.identifier.wosWOS:001195016500001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofJournal of Curriculum Studiesen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.snmz20240831_Uen_US
dc.subjectTeachers' Curriculum Adaptationsen_US
dc.subjectTeachers' Pedagogical Design Capacityen_US
dc.subjectTeachers' Professional Growthen_US
dc.subjectTeacher Changeen_US
dc.titleTracing teachers' change of pedagogical design capacity through professional developmenten_US
dc.typeArticleen_US

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