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Vol. 15 No. 41 (2024)
Desarrollo, cognición y educación en la era digital: Retos y oportunidades para la formación de estudiantes y sociedades del siglo XXI más justas y equitativas

Temática central

Curriculum Materials for Deliberative Teaching: A Systematic Qualitative Review of Key Features of Teachers’ Learning

https://doi.org/10.19053/uptc.22160159.v15.n41.2024.16665

Published 2024-08-05

  • Valenntina Sonia Guzmán Fernández

Valenntina Sonia Guzmán Fernández
Universidad Alberto Hurtado

Abstract

Empirical evidence suggests that deliberative argumentation promotes conceptual learning, argumentation skills, and political competencies. However, it is scarcely seen in classrooms. Different scholars have argued to decide what type of curriculum materials can promote teachers’ pedagogical innovations, but there is no agreement on the main educative features these materials should have. This paper aims to describe these characteristics and discuss the theoretical stance from which to understand their role in teachers’ learning. A systematic qualitative review following PRISMA was conducted. The results show that most studies consider disciplinary content, implementationm guides, and justification for pedagogical recommendations to be key educative features. A significant number of studies agree on suggesting explicit language moves, although some papers discuss the risk of prescription involved in this feature. Regarding theoretical assumptions about teachers’ learning, most studies hold a socio-cognitive view of teachers’ learning. The theoretical gaps and their practical implications for design are also discussed

Keywords

curriculum materials, teacher learning, sociocultural theory, scaffold materials, language practices

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