A Correlational Study on the Relationship Between Curricula and Indiana Agricultural Educators' Curriculum Use and Pedagogical Design Capacity Enactment
DOI:
https://doi.org/10.5032/jae.v66i2.152Abstract
When educators utilize curriculum-related resources, they must interpret a variety of curriculum components and determine the value, meaning, and proper sequencing of the curriculum-related resource and the planned instructional episode. This descriptive study aimed to describe the relationship between Indiana agricultural educators' pedagogical design capacity (PDC) enactment and self-efficacy in relation to third-party curricula, as well as the characteristics of the professional development (PD) provided by curriculum designers. Five third-party curricula, AgEdNet, CASE, ICEV, MyCAERT, and OLT, were selected. Seventy-three agricultural educators (21.1% participation rate) participated in the study. The results showed that Indiana agricultural educators employ various PDC enactments (i.e., adapting and improvising) in response to different curricula. Overall, educators' PDC enactment varied by curriculum, including their PDC enactment, perceptions of the curriculum, and the frequency with which they used the curriculum. A relationship was found between self-efficacy and curriculum use on AgEdNet.com. Additionally, relationships were found between PD and the educators' PDC enactment and their perceptions of the CASE and ICEV curricula. This study provides commentary on factors influencing curriculum enactment, but cannot distinguish between these factors. The study was limited by questionnaire issues, including the relevance of the TSES instrument and the fact that it cannot discriminate between enactment patterns. Future research will focus on validating the conceptual model and further developing the PDC instrument. Further research is also necessary to understand the relationship between PDC enactment and teachers’ knowledge and beliefs.
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