Utilization of Pedagogical Design Capacity: Insights from the Case of Prospective Mathematics Teachers

This study examines the types of interactions of prospective mathematics teachers (PMTs) in the processes of material use and development within the context of the 5E instructional model. Specifically, the study aims to examine which pedagogical design capacity (PDC) structures— offloading, adapting, and improvising—are exhibited in the lesson plans prepared by PMTs. The findings indicate that PMTs preferred the offloading strategy more during the evaluation phase, while in the exploration phase, they preferred adaptation to meet student needs. The improvisation strategy, on the other hand, is used for limited and small-scale interventions. The findings reveal that PMTs make stage-specific strategic decisions in the instructional design processes and provide significant data regarding their interactions with curriculum materials. The investigation emphasizes the importance of practices aimed at developing PMTs' flexible and needs-based decision-making skills in teacher education programs.