Lesson planning. Anglo-american perspectives.

Autor/in	Friesen, Norm
Titel	Lesson planning. Anglo-american perspectives.
Quelle	In: Bildung und Erziehung, 63 (2010) 4, S. 417-430Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0006-2456; 2194-3834
Schlagwörter	Behaviorismus; Kognitivismus; Lerntheorie; Didaktik; Lernziel; Curriculum; Unterrichtsentwurf; Unterrichtsplanung; Unterrichtsvorbereitung; Modell; Theorie; Bloom, Benjamin Samuel; Gagne, Robert Mills; Tyler, Ralph Winfred; Großbritannien; Kanada; USA
Abstract	Despite the fact that it spans an ocean and includes some 400 million inhabitants, the Anglo-American world shares remarkably uniform perspectives on lesson planning. The development of lesson plans through the use of planning templates is a central part of teacher preparation programs in the United Kingdom, Canada and the United States. Moreover, the basic designs of these templates vary surprisingly little from country to country. The principles and theory underlying these designs are taken from the psychology of learning and instruction. They incorporate the general curricular precepts of Benjamin Bloom and R. W. Tyler (who are not unfamiliar in lesson planning traditions outside of the Anglo-American world). But these principles generally go further in appealing to the narrower design prescriptions of Robert Gagné and Madeline Hunter. It is these very specific prescriptions and their justification in terms of positivistic behaviourist or cognitivist psychology that appears to most clearly distinguish Anglo-American lesson planning from other traditions, and - as this paper will show - give rise to tensions between curricular plans and situated pedagogical action. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2011/2