Lesson Planning and the Student Teacher: Re-Thinking the Dominant Model

Autor/in	John, Peter D.
Titel	Lesson Planning and the Student Teacher: Re-Thinking the Dominant Model
Quelle	In: Journal of Curriculum Studies, 38 (2006) 4, S.483-498 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
Schlagwörter	Stellungnahme; Lesson Plans; Student Teachers; Foreign Countries; Teacher Education Programs; Critical Thinking; Comparative Analysis; Beginning Teachers; Sociocultural Patterns; United Kingdom (England); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Lesson planning; Unterrichtsplanung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Ausland; Kritisches Denken; Junior teacher; Junglehrer; Soziokulturelle Theorie
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. (Contains 2 figures, 1 table, and 1 note.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10