The “Space Between”: Situated Professional Development to Enhance 4-H Educators’ Pedagogical Design Capacity for Effective Curriculum Enactment

Authors

Martin H. Smith, University of California DavisFollow
Gemma Miner, "University of California, Agriculture and Natural Resources"Follow
Lynn Schmitt-McQuitty, "University of California, Agriculture and Natural Resources"Follow

Volume

61

Issue

2

DOI

10.34068/joe.61.02.18

Abstract

Curricula are planned and written by curriculum developers; they serve as instructional guides for educators. Educators make adaptations to written curricula to meet learners’ needs and achieve intended learning outcomes. The efficacy of curriculum adaptations is enhanced when educators have a high pedagogical design capacity, which can be improved through effective professional development. Lesson study is a model of situated professional development centered around ongoing improvement of curriculum enactment. Educators work collaboratively to make curriculum modifications and data-driven decisions to improve their teaching practices. Lesson study occurs at regular intervals over an extended duration.

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Recommended Citation

Smith, M. H., Miner, G., & Schmitt-McQuitty, L. (2023). The “Space Between”: Situated Professional Development to Enhance 4-H Educators’ Pedagogical Design Capacity for Effective Curriculum Enactment. The Journal of Extension, 61(2), Article 18. https://doi.org/10.34068/joe.61.02.18