Abstract
<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>
Highlights
There has been a shifting paradigm in curriculum implementation from the fidelity perspective to the mutual adaptation perspective (Fullan & Pomfret, 1977)
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
With reference to how Jessie perceived and mobilized a set of school-based curriculum materials for teaching reading comprehension (Diagram 1), two implications were drawn regarding the expansion of the pedagogical design capacity (PDC) framework and how English teachers should be prepared to develop and use school-based curriculum materials
Summary
There has been a shifting paradigm in curriculum implementation from the fidelity perspective to the mutual adaptation perspective (Fullan & Pomfret, 1977). ‘the remote-control approach’ (Taylor, 2010, 2012), advocates the importance of planned curriculum over the autonomy of teachers in the process of implementation. Numerous studies have set out to examine the cognitive and pedagogical processes through which teachers adapt the curriculum during enactment (Remillard, 1999, 2000; Remillard & Bryans, 2004; Taylor, 2010, 2012). In the area of English Language teaching, while studies examining how teachers use and adapt the curriculum during implementation could be found (Cunningsworth, 1979; Tomlinson & Masuhara, 2004; McGrath, 2013), not many have attempted to identify and analyze the teacher knowledge conducive to the use of curriculum materials that promotes teaching and learning. Upon identifying the underlying knowledge base, in-service teachers could be more readily equipped with such knowledge and their capacity of using curriculum materials could be enhanced
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