Ways to Improve Lesson Planning: A Student Teacher Perspective

Autor/inn/en	Gafoor, K. Abdul; Umer Farooque, T. K.
Titel	Ways to Improve Lesson Planning: A Student Teacher Perspective
Quelle	(2010), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Preservice Teacher Education; National Curriculum; Constructivism (Learning); Student Teachers; Textbooks; Observation; Educational Objectives; Teaching Methods; Lesson Plans; Student Teacher Attitudes; Problems; Questionnaires; India + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Textbook; Text book; Schulbuch; Lehrbuch; Beobachtung; Educational objective; Bildungsziel; Erziehungsziel; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson planning; Unterrichtsplanung; Problemsituation; Fragebogen; Indien
Abstract	Learning to teach from practice lessons is at the core of student teacher preparation programs. But, there is no consensus regarding how to conduct this important aspect of pre-service teacher preparation. In view of the National Curriculum Framework for Teacher Education 2010 (India), observation that existing teacher education take the school curriculum and textbooks as "given" and train teachers to adjust to the needs of the existing school system through fastidious planning of lessons in standardized formats and hence operates with rigid lesson plan formats, this study examines what student teachers feel as difficulty in connection to the lesson planning in B.Ed course in Kerala, India. Seventy four student teachers who have finished their pre-service preparation were asked one structured and one open ended question each to appraise the lesson planning practices and to identify the difficulties faced by them. Student teachers perceive difficulty in choosing learning experiences appropriate to the learners, deciding and allotting the time suitably for every lesson, in identifying and developing proper learning aids, in executing the planned lesson in classroom, in psychological sequencing of the lessons, in bringing about necessary adaptations to the lessons according to the requirements of individual classrooms, and in specifying the educational objectives. There are minor variations in the difficulties reported based on the subject of specialization at B.Ed. level. In tune with the constructivist paradigm, student teachers themselves recommended improvement in knowledge of school situation, students' standards, content, modern methods and approaches to teaching. The study suggests that the process of development of this knowledge and the lesson plan must be through a reflective and dialogic process, including among others observation, seminars, discussion and reading. Teacher education system needs to be more flexible--allowing more time for practice and permitting variable formats and objectives according to the demands of student teachers, schools, subject, and the topic. (Contains 1 table and 1 figure.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10