Pedagogical design capacity and underlying knowledge base of curriculum materials use of a Hong Kong English teacher

Research output: Contribution to journalArticle

Abstract

Using pedagogical design capacity (PDC) 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. Copyright © The Author(s) 2016.
Original languageEnglish
Pages (from-to)85-97
JournalEnglish Language Teaching
Volume9
Issue number5
Early online dateApr 2016
DOIs
Publication statusPublished - 2016

Fingerprint

Hong Kong
curriculum
teacher
comprehension
interview
school
student

Citation

Chong, I. (2016). Pedagogical design capacity and underlying knowledge base in curriculum materials use of a Hong Kong English teacher. English Language Teaching, 9(5), 85-97. doi: 10.5539/elt.v9n5p85.

Keywords

  • English language
  • Curriculum materials
  • Pedagogical design capacity
  • Teacher knowledge