Pedagogy by proxy: teachers’ digital competence with crowd-sourced lesson resources

This study explores how teachers of Information and Communications Technology (ICT) faced with a major National Curriculum change were able to teach the new elements programmes study. A multiple case involving nine experienced was carried out, using thematic analysis explore audio-visual documentary data from lesson planning sessions captured mostly via video calling desktop sharing. The process various ways that located, modified re-used digital materials accessed online communities practice develop crowd-sourced curricula. results reveal alignment teachers’ competence their need assimilate unfamiliar but necessary concepts into pedagogical reasoning facilitated in developing sufficient subject knowledge content (PCK). Knowledge deficits slowed down fluency lesson-planning processes, location use resources helped them PCK. competences sourcing suitable teaching allowed development pedagogy by proxy.