Refining the teacher design capacity framework based on pre-service teachers’ ‘design-implementation-redesign’ cycle

This study explores the development of pre-service teachers’ design capacity within digital technology environments through a ‘design-implementation-redesign’ cycle. Employing a qualitative case study, we analyzed how elementary pre-serv ice teachers designed, micro-taught, and subsequently redesigned lessons using dynamic geometry software, addressing the limitations of existing frameworks in explaining the dynamic interplay between implementation and redesign. The findings spec ify ‘design-in-use’ capacity into ‘providing immediate scaffolding for unexpected difficulties’ and ‘pedagogical transformation.’ ‘Redesign’ capacity was systematized into ‘reflection and analysis’ and ‘revision and proposal.’ This research is significant for elucidating teacher design capacity as a dynamic process evolving through practical implementation and reflection, and for em phasizing the importance of cyclical learning experiences in pre-service teacher education.