Literaturnachweis - Detailanzeige
Autor/in | John, Peter D. |
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Titel | Lesson planning and the student teacher: re-thinking the dominant model. |
Quelle | In: Journal of curriculum studies, 38 (2006) 4, S. 483-498Infoseite zur Zeitschrift |
Sprache | englisch; englische Zusammenfassung |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0022-0272 |
Schlagwörter | Kritikfähigkeit; Soziokultureller Faktor; Lehrer; Lehrerausbildung; Lehrerfortbildung; Schüler; Unterrichtsplanung; Vergleichende Analyse; Großbritannien |
Abstract | Rationalistic, technical curriculum planning has been the dominant model underpinning student teachers' lesson-planning for a generation or more in England and Wales. In recent years, this process has become embedded in documents that direct initial training. The paper argues that this model leads to a limited view of teaching and learning as well as a restricted approach to learning to teach. Building on recent developments in socio-cultural theory, an alternative, dialogical model of lesson planning is offered which not only emphasizes context-dependency but also sees planning itself as a practice. This process is the key to developing reflective engagement across the different phases of the professional learning cycle (Zusammenfassung vom Verlag übernommen). |
Erfasst von | IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel |
Update | 2007/2 |