Lesson Design Actions: Developing Preservice Teachers' Pedagogical Design Capacity for Inquiry-Based Lessons

• In Event: Sheraton Roundtable Session Three
  In Roundtable Session: Elicitation and Expertise in Social Studies Research and Teacher Education (Table 12)

Abstract

This study examines the developmental pathways that elementary education preservice teachers (PSTs) follow to build pedagogical design capacity (PDC) for inquiry-oriented lessons. By employing a design thinking approach and mixed methods, the study demonstrates how PDC represents pedagogical content knowledge at the level of instructional design. The findings reveal complex interactions between PSTs’ inherent personal design efficacy and teacher education resources. Three design actions were observed as preservice teachers engaged in design tasks and implemented PDC for inquiry-oriented concept lessons: optimizing, complying, and reframing design actions representing design-as-practice. The implications highlight the varied extent to which PSTs draw on teacher education context resources and combine them with personal resources when designing inquiry-based K-6 lessons demonstrating how PSTs interrogate educational processes.

Author

• O. Matthew Odebiyi, Arizona State University
  Presenting Author