Teacher as Director of Learning: A Proactive-Remedial Constructivism (PRC) Framework for Primary Education
Year: 2026
Type: preprint
Abstract: This preprint introduces the Proactive-Remedial Constructivism (PRC) Framework, a novel pedagogical model designed to transform primary teachers' approach to lesson planning, assessment, and instructional remediation. The PRC framework addresses a critical gap in classical constructivism: its reactive nature toward student misconceptions. By integrating Knowledge Graph mapping, Blind Spot prediction, and a Three-Layer Remedial Redesign system, PRC empowers teachers to anticipate learning difficulties and embed preventive scaffolds within their instructional design. The framework is operationalized through a 6-day (24-hour) workshop for primary school teachers, structured around a cinematic metaphor: Days 1–3: Diagnostic Scene-Setting – Teachers learn to extract concept maps, identify relational structures, and predict potential misconceptions through error scenario development. Days 4–6: Remedial Filming and Editing – Teachers design smart lesson plans, create digital learning stations with analytical rubrics, implement digital submission infrastructure (Google Forms), and analyze student outputs to design targeted re-teaching activities. The PRC framework emphasizes digital workflows, contextualized performance tasks, and AI-assisted analysis, ensuring that teachers can maintain a paperless, efficient, and data-informed cycle of instructional design, implementation, and remediation. This preprint serves as the conceptual foundation for the complete workshop materials, which will be published incrementally as supplementary resources under the same DOI.
Author: Talebzadeh, Hossein
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7204944009
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