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dc.contributor.authorChong, Ivan
dc.identifier.citationChong , I 2016 , ' Pedagogical design capacity and underlying knowledge base of curriculum materials use of a Hong Kong English teacher ' , English Language Teaching , vol. 9 , no. 5 , pp. 85-97 .
dc.identifier.otherPURE: 277646305
dc.identifier.otherPURE UUID: c69b95aa-46a6-42df-8072-f5b2b53648ca
dc.identifier.otherBibtex: 147899960d8745d4bd3b0f1ba667fa2d
dc.identifier.otherORCID: /0000-0002-4519-0544/work/107287451
dc.description.abstractUsing 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. 
dc.relation.ispartofEnglish Language Teachingen
dc.rightsCopyright for this article is retained by the author(s), with first publication rights granted to the journal. This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (
dc.titlePedagogical design capacity and underlying knowledge base of curriculum materials use of a Hong Kong English teacheren
dc.typeJournal articleen
dc.description.versionPublisher PDFen
dc.contributor.institutionUniversity of St Andrews. International Education Instituteen
dc.description.statusPeer revieweden

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