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Journal articles on the topic 'Teachers Lesson planning'
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1
Schmidt, Margaret. "Preservice String Teachers' Lesson-Planning Processes." Journal of Research in Music Education 53, no. 1 (April 2005): 6–25. http://dx.doi.org/10.1177/002242940505300102.
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This yearlong qualitative study is an examination of 10 undergraduate preservice teachers' lesson planning for the classes and/or individual lessons they taught in a university string project. Data analysis revealed that these preservice teachers held differing views of lesson planning from each other and from their supervisor. Five themes emerged: (a) concerns about knowing how to begin to plan, (b) difficulty identifying what the children needed to learn, (c) the prominence of decisions made on the fly, (d) comparisons of thinking about teaching and planning with actual written plans, and (e) limited transfer of in-class experiences to teaching in the project. Suggestions for teacher educators include acknowledging the complex nonlinear relationship between planning skills, teaching experience, and professional knowledge; structuring guided experiences with a variety of lesson planning formats (e.g., written, mental, verbal); and maximizing opportunities for preservice teachers to reflect on connections between their experiences as students and as teachers. September 22, 2004 December 10, 2004.
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Byra, Mark, and Stephen C. Coulon. "The Effect of Planning on the Instructional Behaviors of Preservice Teachers." Journal of Teaching in Physical Education 13, no. 2 (January 1994): 123–39. http://dx.doi.org/10.1123/jtpe.13.2.123.
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The purpose of this study was to compare the instructional behaviors of a group of preservice teachers across two teaching conditions, one planned and one unplanned. Twelve physical education teacher education (PETE) majors each taught two 25-minute lessons to elementary-age learners. Lesson plans were developed for the first lesson (planned condition) but not the second (unplanned condition). All lessons were videotaped and employed in the data analyses. Three data collection instruments were used for the analysis of selected teaching behaviors: (a) the Academic Learning Time-Physical Education (ALT-PE) system, (b) an event recording instrument for coding teacher verbal feedback statements, and (c) the Qualitative Dimensions of Lesson Introduction, Task Presentation, and Lesson Closure (QDITC) system. The results suggest that planning has a positive effect on some preservice teachers’ instructional behaviors. For teachers in training, it seems that planning is important to the employment of “effective” teaching behaviors in the interactive teaching environment.
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Ndihokubwayo, Kizito, Irénée Ndayambaje, and Jean Uwamahoro. "Analysis of Lesson Plans from Rwandan Physics Teachers." International Journal of Learning, Teaching and Educational Research 19, no. 12 (December 30, 2020): 1–29. http://dx.doi.org/10.26803/ijlter.19.12.1.
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Lesson planning is a crucial roadmap guiding the teacher before the implementation of the lesson. In the current study, we aimed at reviewing pedagogical documents used by Rwandan physics teachers. We gathered 32 lesson plans related to optics topics from five teachers and analyzed them using the lesson plan analysis protocol (LPAP) and lesson plan evaluation form (LPEF) jointly. We have found that teachers do not prepare these documents as required by the newly introduced competence-based curriculum. Teachers plan for low levels of Bloom's cognitive and affective taxonomy domains and do not follow effective inquiry techniques along the stages of the lesson activities. A detailed discussion on each teacher’s practice was provided, and we hope it can serve as a qualitative overview on teaching and learning planning for effective classroom implementation. Due to the importance of pedagogical documents on effective teaching, we went through a rigorous validation process and suggested a model lesson plan to be consulted by any physics teacher (please see Appendix C). We recommend that teachers consult this lesson plan and prepare accordingly before class.
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Killen, Roy. "Preservice music teachers: influences on lesson planning." British Journal of Music Education 13, no. 1 (March 1996): 31–47. http://dx.doi.org/10.1017/s026505170000293x.
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This article explores the influences on preservice teachers' planning decisions in a study conducted during Semester I, 1994 at an Australian University. A group of second year Bachelor of Education (Music) students and Diploma in Education (Music) students were placed in a local school under the supervision of their university specialist methods lecturer and were required to teach a specified lesson to a junior secondary class on three occasions. Before teaching these lessons, every preservice teacher was interviewed and asked to justify each of their planning decisions. Responses for the planning decisions at each stage of the study were grouped into categories. The results show that some categories of responses remained the same, while others changed throughout the study. The study also revealed that the preservice teachers operated on two sets of lesson agendas: the written agenda which was influenced by the university pedagogical programme, and the unwritten agenda influenced by the preservice teachers' beliefs about teaching.
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Strickroth, Sven. "PLATON: Developing a Graphical Lesson Planning System for Prospective Teachers." Education Sciences 9, no. 4 (October 10, 2019): 254. http://dx.doi.org/10.3390/educsci9040254.
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Lesson planning is both an important and demanding task—especially as part of teacher training. This paper presents the requirements for a lesson planning system and evaluates existing systems regarding these requirements. One major drawback of existing software tools is that most are limited to a text- or form-based representation of the lesson designs. In this article, a new approach with a graphical, time-based representation with (automatic) analyses methods is proposed and the system architecture and domain model are described in detail. The approach is implemented in an interactive, web-based prototype called PLATON, which additionally supports the management of lessons in units as well as the modelling of teacher and student-generated resources. The prototype was evaluated in a study with 61 prospective teachers (bachelor’s and master’s preservice teachers as well as teacher trainees in post-university teacher training) in Berlin, Germany, with a focus on usability. The results show that this approach proofed usable for lesson planning and offers positive effects for the perception of time and self-reflection.
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Ubaque-Casallas, Diego F., and Edgar Aguirre-Garzón. "Re-Signifying Teacher Epistemologies Through Lesson Planning: A Study on Language Student Teachers." Profile: Issues in Teachers´ Professional Development 22, no. 2 (July 1, 2020): 131–44. http://dx.doi.org/10.15446/profile.v22n2.80687.
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This paper reports the findings of a narrative study on language student teachers’ epistemological re-configurations through lesson planning in a private university in Bogota, Colombia. The study aimed at exploring the possible forms of professional yet personal–local knowledge two language student teachers encounter and produce when they plan language lessons. We employed the life story interviewing to gather information on the subjective essence of the participant’s experiences in their teacher practicum. Findings suggest that through lesson planning, language student teachers manage to re-signify certain methodological yet hegemonic constructions of teaching and learning. Furthermore, their knowledge of themselves as teachers in relation to their practicum is shaped by circumstances they face in the process of planning and teaching lessons.
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Owiny, Ruby L., Aleksandra Hollingshead, Brenda Barrio, and Katlyn Stoneman. "Engaging Preservice Teachers in Universal Design for Learning Lesson Planning." Inclusion 7, no. 1 (March 1, 2019): 12–23. http://dx.doi.org/10.1352/2326-6988-7.1.12.
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Abstract General education teachers often feel unprepared to serve the needs of students with disabilities, including those with intellectual disability, because many teacher preparation programs do not adequately prepare teachers for the diverse classrooms they will encounter. With the increase of inclusion for students with disabilities, it is imperative that teachers develop the necessary skills for engaging all students, including those with intellectual disability, in meaningful instruction. Universal Design for Learning (UDL) can assist teachers in designing instruction that meets the needs of their diverse learners. The current study consisted of two parts. First, researchers surveyed preservice teachers on their perceptions of including students with disabilities in their future classrooms before and after instruction in UDL. Second, researchers analyzed preservice teachers' ability to design lessons using the principles of UDL. Results indicated perceptions of inclusion were positive prior to intervention and did not significantly change after the intervention. Lesson plans improved significantly in the use of UDL principles from baseline to postintervention, but there was no significant difference between the postintervention lesson plans and the end-of-semester lesson plans.
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Msimanga, Mothofela Richard. "The Impact of Micro Teaching Lessons on Teacher Professional Skills: Some Reflections from South African Student Teachers." International Journal of Higher Education 10, no. 2 (December 2, 2020): 164. http://dx.doi.org/10.5430/ijhe.v10n2p164.
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Micro lessons in teacher education are intended to empower student teachers by developing skills which are necessary in their teaching careers. The study used student teachers’ reflections to explore how participation in micro lessons develops skills which are key in the teaching profession. Experiential learning theory was the theoretical framework for this study. Purposive sampling was used to select 14 fourth year Bachelor of Education student teachers. A focus group interview was used to collect data which was narratively analysed. The findings revealed that micro lesson presentations can develop student teachers’ skills when there are different forms of progression in micro lesson presentations; micro lesson presentations should progress from friendship groupings, random groupings, and peer presentations. Participation in micro lessons develops teacher professional skills such as lesson planning, craft of teaching, how to use resources, reflection, decision making, time management, responsibility and professional conduct.
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Kinasih, Indira Puteri, and Nur Hardiani. "Role Playing and the Changing of Teacher Understanding to Middle School Mathematics Lesson Planning within ELPSA Framework." Jurnal Pendidikan Matematika 14, no. 2 (June 30, 2020): 183–98. http://dx.doi.org/10.22342/jpm.14.2.6647.183-198.
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The lesson plan plays an important role in the achievement of learning objectives. This paper aimed to describe the effect of lesson plan role play on changes in teacher understanding regarding the process of mathematics lesson plan writing using the ELPSA framework. The method used was descriptive qualitative. 13 West Nusa Tenggara math teachers were involved through filling out questionnaires about the lesson plan writing habits among teachers, the usefulness of role-playing, and the impact on the lesson plan improvement process they designed. Results showed that the lesson plan role play was able to change the teacher's understanding, particularly on the importance of clear and communicative lesson designs as well as the sequential and anticipatory learning scenarios included. This change in teachers' understanding also has an impact on the awareness of teachers to improve their draft lesson plan in terms of integrated learning indicators, sequentialness, and the content quality of learning activities and clarity of teaching notes that allow the lesson plan to be more explicit and applicable. Overall, it can be concluded that more than 95% of the teacher respondents stated that role play had a positive influence in the form of a willingness to re-reflect and reconstruct each lesson plan. In general, they gain knowledge and awareness about how to build a good lesson plans so that they have the potential to create activities and an atmosphere of teaching and learning that are interactive, focused, and pay attention to what students already know.
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Raynesa Noor Emiliasari. "Lesson Planning in EFL Classroom: A Case Study in Lesson Plan Preparation and Implementation." Wiralodra English Journal 3, no. 2 (October 16, 2019): 367–75. http://dx.doi.org/10.31943/wej.v3i2.67.
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Lesson planning is an important stage that must be done by the teacher before teaching. Through careful planning, the learning process will be more organized. However, based on preliminary studies, it is known that teachers still have difficulties in preparing learning. Even though the learning has been prepared, the learning process goes beyond the plan. This study aims to: 1) explore the teachers’ preparation of teaching English; and 2) investigate the implementation of teachers’ lesson plan in teaching English. As a case study, the research site was in three of secondary schools in Majalengka. Three English teachers were involved as respondents. Interview, observation, and documentation were used to collect the data. The findings showed that teachers prepared the lesson plan by: 1) reviewing the core compentence and basic competence from the syllabus; 2) searching for learning resources; 3) choosing learning media; 4) determining the material; 5) selecting learning method; 6) compiling indicators and goals. However, the activities compiled in the lesson plan were not all implemented. Some disorders occured during the learning process because of teachers behalf, such as meeting, teachers profesionalism training, and other schools’ activities. If some learning activities did not implemented, the teachers made transactional decision to make up the class.
Keywords : Lesson Planning, Teaching English, Preparation, Implementation.
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Govender, Nadaraj, and Duduzile Zulu. "NATURAL SCIENCES JUNIOR HIGH SCHOOL TEACHERS’ UNDERSTANDING OF THE NATURE OF SCIENCE AND ITS IMPACT ON THEIR PLANNING OF LESSONS." Journal of Baltic Science Education 16, no. 3 (June 25, 2017): 366–78. http://dx.doi.org/10.33225/jbse/17.16.366.
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An adequate understanding and classroom application of the Nature of Science (NOS) has become imperative for science teachers. Current research in senior high school science teachers’ understanding of NOS is extensive but junior high school natural sciences teachers’ understanding of NOS and planning of lessons requires further exploration. Six junior high school natural sciences teachers’ understandings of NOS, and how they translated their NOS understandings into lesson planning in South Africa were explored. The conceptual framework of the NOS used in this research is drawn from the seven NOS aspects of explicit and implicit teaching of NOS. Data were collected from teachers’ academic background questionnaires, Views of Nature of Science (VNOS(C)) questionnaires, semi-structured interviews and lesson planning documents of teachers. Data were analysed descriptively and interpretively. The findings revealed that junior high school teachers possessed inadequate understanding of NOS, and that their planning for teaching NOS was hardly influenced by their understanding of NOS aspects. The teachers’ work-schedules and lesson plans showed little explicit links of NOS aspects to lesson content. The research findings have implications for the preparation of lessons with NOS aspects linked to the curriculum content. Keywords: junior high school teachers, lesson planning, nature of science, natural sciences.
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Hadi, Samsul. "Membumikan Lesson Study Dalam Meningkatkan Kemampuan Mengajar Berbasis STEM Bagi Guru Matematika SMK Negeri 1 Singkep Kabupaten Lingga." Syntax Idea 2, no. 11 (November 20, 2020): 923. http://dx.doi.org/10.36418/syntax-idea.v2i11.707.
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This study aims to apply lesson studies to improve STEM-based teaching skills for teachers of SMK Negeri 1 Singkep. The application of lesson studies is expected to be useful in improving teaching skills after the implementation and culture of lesson studies among mathematics teachers. In this study, the researcher as the principal with a mathematics teacher background implemented learning through workshops as a practice of implementing and understanding teaching teachers. With STEM-based learning, it is hoped that teachers can carry out discussions in planning lessons, implement teacher learning models in teaching and be able to reflect on learning. The research used school action based on Kemmis & Taggart which consisted of 2 cycles starting with planning, acting, observing and reflecting. As research subjects are teachers of SMK Negeri 1 Singkep which consists of 28 teachers. From the results of this study, it was found that through the application of this method, (1) teachers can improve STEM-based teaching skills, (2) teachers can improve skills in making observations, and (3) teachers can increase knowledge in terms of adding insight into learning methods in class . Based on the results of data analysis, it shows that this method is effective for improving the teaching ability of STEM-based teachers, in the first cycle the teacher's average ability was 70.82 and increased to 78.88 in the second cycle, an increase of 8.06 was quite significant. And there was a significant increase in 3 mathematics teachers. Thus the principal is sought to be able to provide intensive, directed and sustainable coaching for teachers in teaching, because lessons can provide experience for teachers to always reflect on the learning that has been carried out as a reference for teachers in carrying out learning effectively and effectively in accordance with the objectives set in curriculum.
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Morris, Anne K., and James Hiebert. "Effects of Teacher Preparation Courses: Do Graduates Use What They Learned to Plan Mathematics Lessons?" American Educational Research Journal 54, no. 3 (March 7, 2017): 524–67. http://dx.doi.org/10.3102/0002831217695217.
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We investigated whether the content pre-service teachers studied in elementary teacher preparation mathematics courses was related to their performance on a mathematics lesson planning task 2 and 3 years after graduation. The relevant mathematics knowledge was studied when the teachers were freshmen, 5 to 6 years earlier. Results showed that when there were differences in how completely graduates attended to the key mathematics concepts when planning lessons, the differences favored the topics studied in the courses, especially topics emphasized most heavily. We conjecture that teacher preparation can matter for lesson planning, an important task for teaching, if enough opportunities are provided to acquire the relevant content knowledge for teaching. We consider what this might mean for teacher preparation, more generally.
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Hernández-Rodríguez, Omar, Gloriana González, and Wanda Villafañe-Cepeda. "Planning a research lesson online: pre-service teachers' documentation work." International Journal for Lesson & Learning Studies 10, no. 2 (February 10, 2021): 168–86. http://dx.doi.org/10.1108/ijlls-09-2020-0068.
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PurposeThe authors developed a lesson study innovation for bridging pre-service teachers' experiences in an early methods course and clinical experiences focusing on the development of technological pedagogical content knowledge (TPACK). The authors analyze one planning meeting by a lesson study team comprised of four pre-service teachers and one cooperating teacher. The purpose of this research was to determine the nature of documentation during the online planning meeting and how the cooperating teacher facilitated the documentation process.Design/methodology/approachThe authors used Gueudet and Trouche's (2009) documentation framework to determine the way the lesson study team in our study used all the resources available to plan a lesson. They analyzed the video recordings of the meeting to examine the interplay between material, didactical and mathematical components during the discussions. The material components included the Teacher Desmos Activity Builder and the eTextbook. The didactical components included assessment, scaffolding, multiple representations and problem-solving activities. The mathematical components pertained to systems of linear equations and inequalities with two variables.FindingsThe authors’ findings show that the cooperating teacher performed an invariant set of actions for improving the research lesson and, also, gave recommendations about how to implement the lesson. In facilitating the planning discussions, the cooperating teacher made explicit the relationship between material, didactical and mathematical components. The authors’ work has implications for supporting the preparation of facilitators of online planning sessions during lesson study.Research limitations/implicationsThe authors did not have access to the planning meeting where the PSTs created the draft of the research lesson. In addition, they are reporting the observations of only one online meeting.Originality/valueThe authors’ work has implications for supporting the preparation of facilitators of online planning sessions during lesson study.
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Salingkat, Suhartini. "Evaluation of Certified Teachers’ Perfomance at SMPN 6 Luwuk Banggai Regency, Indonesia." International Journal of Education and Literacy Studies 5, no. 4 (October 31, 2017): 24. http://dx.doi.org/10.7575/aiac.ijels.v.5n.4p.24.
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This study investigated certified teachers’ performance at SMPN 6 Luwuk of Banggai Regency, with a focus on the teachers’ performance in planning the lesson, implementing the lesson, and conducting the lesson evaluation. It lasted for nine months, from March to December 2011. Qualitative method was used. More specifically, the evaluation research method was followed which involves collecting, analyzing, and interpreting data for decision making. The evaluation system used in this study was based on the quality of the certified teachers’ performances. The real condition in the field is that many of the certified teachers are still unable to design lessons and implement them professionally as expected from certified teachers. Currently there are many teachers in need of trainings. This study showed that the quality of the performance of the certified teachers in SMPN 6 Luwuk in planning the lesson was low. This could indicate that the certification process has not yet resulted in an increase in the quality of performance of the certified teachers, particularly as long as the quality of their performance in planning lessons is concerned.
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Twardy, Bernadette M., and Beverly J. Yerg. "The Impact of Planning on Inclass Interactive Behaviors of Preservice Teachers." Journal of Teaching in Physical Education 6, no. 2 (January 1987): 136–48. http://dx.doi.org/10.1123/jtpe.6.2.136.
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This study explored the relationships between teacher planning behaviors and the inclass behaviors of teachers and learners in a 30-min lesson on the volleyball spike. All 30 teacher subjects progressed through three consecutive stages: 30-min planning phase, 30-min instructional phase, and a brief self-report phase. During the planning session, subjects were instructed to plan their lesson by utilizing the talk aloud technique. Planning data were coded through the use of planning indicators obtained from the Florida Performance Measurement System. Immediately after the planning phase each subject implemented his or her lesson. Teacher and learner behavior was live-coded by three trained observers using Birdwell’s Academic Learning Time-Physical Education-Teacher Behavior Observation System (ALT-PE-TB). Frequencies of teacher planning behavior were compared with the frequencies of inclass teaching behavior and learner behavior. The results indicated that significant relationships did exist between certain planning behaviors and the inclass behavior of teachers and learners.
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Bayram, İlknur, and Fatma Bıkmaz. "Implications of Lesson Study for Tertiary-Level EFL Teachers’ Professional Development: A Case Study From Turkey." SAGE Open 11, no. 2 (April 2021): 215824402110237. http://dx.doi.org/10.1177/21582440211023771.
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This qualitative case study carried out at a Turkish university with four English language teachers aims to explore what teachers experience in the planning, implementation, analysis, and reporting phases of the lessons study process and what the implications of lesson study for teacher professional development can be. Data in this four-month study were gathered through observations, interviews, whole group discussions, and reflective reports. Findings revealed that lesson study had potential challenges and benefits for the professional development of teachers. The model poses challenges in finding a topic and research question, determining the lesson design and teaching style, making student thinking observable and analyzing qualitative data. On the other hand, it benefited teachers in terms of increasing their pedagogical content knowledge, reflectivity, research skills, collaboration, and collegiality. This study suggests that lesson study might be a good starting point for institutions wishing to adopt a more teacher-led, inquiry-driven and collaborative perspective for professional development.
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Searcy, Sheri, and Sharon A. Maroney. "Lesson Planning Practices of Special Education Teachers." Exceptionality 6, no. 3 (September 1996): 171–87. http://dx.doi.org/10.1207/s15327035ex0603_3.
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Saputri, Dwi Fajar, Syarifah Fadillah, Nurhayati Nurhayati, and Nurussaniah Nurussaniah. "Pelatihan Pembuatan Lesson Plan dan Media Pembelajaran bagi Guru di Sekolah Dasar Negeri 34 Pontianak Kota." Abdihaz: Jurnal Ilmiah Pengabdian pada Masyarakat 1, no. 1 (October 30, 2019): 22. http://dx.doi.org/10.32663/abdihaz.v1i1.747.
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Workshop on Creating Lesson Plans and Making Learning Media for Teachers at 34 Elementary Schools in Pontianak City
Teachers still have difficulty in making learning tools with the conditions of students in the class, and teachers have limitations in making learning media. The purpose of this program was to increase teacher knowledge about creating lesson plans and learning media. The method was training and mentoring held for two months from planning to evaluation. Fourteen elementary school teachers attended the training as participants. Pre-test and post-test were done to evaluate teacher knowledge about lesson plans. This community service was useful, and it can be concluded that this activity increased teacher knowledge about making learning tools. The teacher's knowledge score during the pre-test, ie, before training, was 57,87 points. The score at the post-test increased to 73,61. The teacher was skilled at making learning media materials so that they were available to students at affordable prices and attractive designs.
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Ni Shuilleabhain, Aoibhinn. "Developing mathematics teachers’ pedagogical content knowledge in lesson study." International Journal for Lesson and Learning Studies 5, no. 3 (July 11, 2016): 212–26. http://dx.doi.org/10.1108/ijlls-11-2015-0036.
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Purpose – The purpose of this paper is to investigate the development of mathematics teachers’ pedagogical content knowledge (PCK) over successive cycles of lesson study. Utilising the framework of mathematical knowledge for teaching (MKT) (Ball et al., 2008), this research classifies features of PCK as utilised by post-primary mathematics teachers in their planning and reflection conversations in lesson study. The development of these features of PCK is then traced over successive cycles. Design/methodology/approach – In total, 12 teachers in two Irish post-primary schools participated in this research. Over the course of one academic year, these two groups of teachers completed a number of cycles of lesson study and qualitative data were generated through audio recordings of all lesson study meetings and through individual interviews with participants. Findings – Analysis of teacher dialogue reveals distinct features of knowledge of content and students (KCS) and knowledge of content and teaching (KCT) incorporated by these teachers in their planning and reflection conversations, providing empirical evidence of MKT in lesson study. The occurrence of these features of KCS and KCT in lesson study conversations increased over successive cycles, demonstrating teacher learning. Originality/value – This research contributes to the literature in expanding the theoretical underpinnings of teacher learning in lesson study. It also provides further empirical evidence of MKT (Ball et al., 2008) in teacher practice, specifically related to post-primary mathematics teachers.
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Gonzales, Gamaliel G., and Roselyn R. Gonzales. "Introducing IWB to preservice mathematics teachers: An evaluation using the TPACK framework." Cypriot Journal of Educational Sciences 16, no. 2 (April 30, 2021): 436–50. http://dx.doi.org/10.18844/cjes.v16i2.5619.
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The study used the intervention mixed methods design to evaluate the technological, pedagogical and content knowledge (TPACK) of mathematics preservice teachers while doing their lesson planning and teaching with interactive whiteboards (IWBs). The method has the following parts: (1) qualitative data collection to establish the priority competencies for the intervention, (2) conducting a single-subject experimental design to equip the preservice teachers with technology-enhanced lessons and (3) final qualitative data collection on experiences in planning and teaching with IWBs. The results revealed that the TPACK framework reflects improvements in lesson planning and teaching demonstration skills of the preservice teachers. While the preservice teachers quickly responded to digitise their lesson activities, the formulation of lesson objectives is left behind. Thus, in lesson planning and teaching with IWBs, the pedagogical skills must align with the technological skills they expect to employ. Although the Philippine basic education is not fully implementing IWB technologies in the classroom, policymakers may want this technology to become part of the system.
Keywords: Interactive whiteboard, mathematics teaching, TPACK, preservice teachers, educational technology.
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Nagro, Sarah A., Dawn W. Fraser, and Sara D. Hooks. "Lesson Planning With Engagement in Mind: Proactive Classroom Management Strategies for Curriculum Instruction." Intervention in School and Clinic 54, no. 3 (May 1, 2018): 131–40. http://dx.doi.org/10.1177/1053451218767905.
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Teacher success is critical to student success, yet teachers are challenged daily to meet their students’ diverse learning and behavioral needs. Of major concern is the time many teachers spend managing student behaviors, which takes time away from instruction. One way to reduce time spent managing student behavior and increase student engagement is to use proactive classroom management strategies. Teachers can embed proactive research-based strategies within their lesson plans to reduce behavior problems and improve achievement for all students, including students with disabilities. This article highlights four research-based proactive strategy categories including whole-group response systems, movement integration, visual supports, and student choice. This article illustrates how teachers can embed strategies from these categories in their lesson planning and includes a lesson plan template with teacher-created examples.
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Curcio, Frances R., Alice F. Artzt, and Merna Porter. "Providing Meaningful Fieldwork for Preservice Mathematics Teachers: A College-School Collaboration." Mathematics Teacher 98, no. 9 (May 2005): 604–9. http://dx.doi.org/10.5951/mt.98.9.0604.
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One of the greatest challenges for secondary mathematics teacher-educators is preparing future teachers to support reform efforts that lead to high–quality teaching. In particular, careful lesson planning, anticipation of student misconceptions, and constructive reflection on a lesson after instruction are critical concerns not only for novice teachers but also for experienced teachers. One way to help preservice teachers begin to appreciate the importance of planning and reflecting entails college faculty collaborating with exemplary school teachers in integrating and connecting learning theories with teaching practice.
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Putra, Kadek Ashadi. "The Identification of Teachers’ Ability of the Fourth Grade Students in Implementing Thematic Learning in Curriculum 2013 in SD N. 4 Banyuasri." Journal of Psychology and Instructions 1, no. 1 (March 1, 2017): 11. http://dx.doi.org/10.23887/jpai.v1i1.9626.
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This study was conducted to identify the ability of IV grade teacher of implementation of Curriculum 2013 in SD No. 4 Banyuasri in the academic year of 2013/2014 viewed from lesson planning, learning implementation, and learning assessment implementation. This study included as a qualitative descriptive study. The subjects of this study were thematic teachers at SD No. 4 Banyuasri, lesson planning, and assessment paper. The objects of this study were teacher’s ability of implementation of Curriculum 2013 in SD No. 4 Banyuasri viewed from lesson planning, learning implementation, and learning assessment implementation. The data collecting method of this study were observation, interview, and documentation. The obtained data were in the form of qualitative data (interview transcript and documentation) also of value variables of lesson planning, learning implementation, and learning assessment implementation. The data were analyzed by statistic descriptively. The result of analysis showed that the lesson planning who designing by IV grade Thematic teachers at SD No. 4 Banyuasri was qualified very good with an average value of 24 (of maximal total value 24). Learning implementation was qualified good with an average value of 51 (of maximal total value 68). The learning assessment implementation was qualified good with an average value of 11 (of maximal total value 16).
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Matthews, Michael E., Christopher S. Hlas, and Teresa M. Finken. "Using Lesson Study and Four-Column Lesson Planning with Preservice Teachers." Mathematics Teacher 102, no. 7 (March 2009): 504–9. http://dx.doi.org/10.5951/mt.102.7.0504.
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Matthews, Michael E., Christopher S. Hlas, and Teresa M. Finken. "Using Lesson Study and Four-Column Lesson Planning with Preservice Teachers." Mathematics Teacher 102, no. 7 (March 2009): 504–9. http://dx.doi.org/10.5951/mt.102.7.0504.
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Lewis, Laura B. "TEACHER'S GUIDES AND TEACHERS' CHOICES: IS LESSON PLANNING BY THE BOOK?" Religious Education 89, no. 1 (January 1994): 80–100. http://dx.doi.org/10.1080/0034408940890106.
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Capel, Susan, Sophy Bassett, Julia Lawrence, Angela Newton, and Paula Zwozdiak-Myers. "How trainee physical education teachers in England write, use and evaluate lesson plans." European Physical Education Review 25, no. 4 (July 19, 2018): 964–82. http://dx.doi.org/10.1177/1356336x18785053.
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Traditionally, all physical education initial teacher training (PEITT) courses in England, and in many other countries, require trainee teachers to complete detailed lesson plans for each lesson they teach in their school-based practicum and then to evaluate those lessons. However, there has been a limited amount of research on lesson planning in PEITT generally or in England specifically. The purpose of this study therefore was to gain an initial insight into how trainee physical education teachers write, use and evaluate lesson plans. Two-hundred-and-eighty-nine physical education trainees in England completed a questionnaire about lesson planning after finishing a block school-based practicum. Frequencies and percentages were calculated for the limited-choice questions on the questionnaires and open-ended questions were analysed using thematic analysis. Results showed mixed responses, with no one method followed by all trainees. Some trainees stated they planned and/or evaluated lessons as taught. Some stated they completed the plan and/or evaluation proforma to ‘tick a box’. The highest percentage of trainees stated it took between half an hour and one-and-a-half hours to plan each lesson. Although most trainees stated they found the plan useful in the lesson, others stated they found it too detailed to use. Some stated they did not deviate from the plan in the lesson, whereas others adapted the plan. The majority of trainees stated that evaluation enabled them to see if objectives had been achieved. Results are discussed in relation to teaching trainees how to plan lessons in PEITT in England.
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Thi, Le, Nguyen Thi, Nguyen Thi, and Nguyen Mau. "Applying the Lesson Study Model in Developing Teaching Capability for Young Teachers in Vietnam." European Journal of Educational Research 10, no. 4 (October 15, 2021): 1755–68. http://dx.doi.org/10.12973/eu-jer.10.4.1755.
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<p style="text-align: justify;">The initial period of young teachers' careers is always significant in developing their professional capability. This is when teachers start coming into contact with practical teaching, which is more diversified than the theoretical training at the University. In this research, the authors propose a process of combining the Lesson Study model with the micro-lesson teaching method. This process helps young teachers, especially those working in the Northern of Vietnam, improve their planning and implementation of a lesson plan following the Lesson Study model. It has four steps: (1). Plan a Lesson Study; (2). Organize demo teaching and attend lessons; (3): Self-evaluate and discuss lessons; (4): Apply for practical teaching. The methodology research is carried out on 62 young teachers in Vietnam to measure the pre-impact and post-impact results. The results reveal that the researched group has made significant progress on their teaching performances (the average points for their capability of planning lessons have increased from 2.54 to 3.28 and the average points for their capability of implementing lesson plans have increased from 2.48 to 3.18). This development can be considered as an excellent experience to bring the Lesson Study model into Vietnamese schools to improve teaching sustainably.</p>
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Lumbreras, Jr., Ricardo, and William H. Rupley. "Pre-service teachers’ application of understanding by design in lesson planning." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (September 1, 2020): 594. http://dx.doi.org/10.11591/ijere.v9i3.20491.
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This study focused on preservice secondary teacher’s use of the Understanding by Design (UbD), framework to create effective, engaging lessons for their future secondary level students. The subjects consisted of 69 secondary pre-service secondary education majors at a Texas University who were enrolled in a required course for admission into the teacher education program. Pre-posttest surveys of lesson knowledge design were administered to all subjects. Comparing pre- posttest results revealed that knowledge of lesson design showed improvement and knowledge gain in the following areas: concepts and vocabulary; unpacking standards; use of verbs from the standards; rigor; content objectives; formative assessment and summative assessment. The analyses made use of descriptive statistics and descriptions.
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Carreño Bolívar, Laura, and Luz Stella Hernandez Ortiz. "Lesson co-planning: Joint Efforts, Shared Success." GiST Education and Learning Research Journal, no. 15 (January 23, 2018): 173–98. http://dx.doi.org/10.26817/16925777.395.
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The present article reports the results of a qualitative research study conducted at a higher education institution in Bogotá Colombia. The study aimed at examining the lesson planning practices conducted by English language teachers at the proficiency program of the institution. The participants were a mix of the mentors in charge of each level and teachers who agreed on being part of the study. Data was collected through two online surveys and one semi-structured interview; three categories were obtained from the data analysis; they focus on the planning stages, the impact of co-planning on teachers´ performance and the role of resources for lesson planning. The findings suggest that lesson planning collaboration among teachers provides them with the opportunity of improving their practices, and helped participants identify professional strengths and weaknesses.
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Liu, Shi Qi, and Dan Dan Zou. "Preliminary Study on Collaborative Lesson Planning Based on Cloud Platform." Applied Mechanics and Materials 548-549 (April 2014): 1433–37. http://dx.doi.org/10.4028/www.scientific.net/amm.548-549.1433.
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Lesson planning, the starting point and basis for teaching, is one of the most important steps to determine the quality of teaching. At present, lesson planning and teaching are separated; also professional teachers are rare in many areas. By collaborative lesson planning based on cloud platform, teaching and research is not limited in the office or their own school. Teachers can carry out lesson planning or teaching counseling at home. Currently collaborative lesson planning based on cloud platform is very popular. It not only extends the teachers' working space and time, but also expands their horizons and improves the teaching quality.
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Sapa’at, Mr Asep. "PLANNING A LESSON TO CREATE AN EXCELLENT MATHEMATICS TEACHING." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 15, no. 2 (October 1, 2010): 71. http://dx.doi.org/10.18269/jpmipa.v15i2.282.
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The pursuit of mathematics teaching excellence is about constantly reflecting on one’s teaching practices and actively seeking improvements in teaching for the purpose of ensuring that students are learning.The three main things of mathematics teaching excellence is about being effective in teaching design and delivery, student learn best through active construction of knowledge, and teaching can only be valued when the process and outcome are made transparent.An effective instruction is indicated by designing lesson plan well. The lesson plans should be suitable to the students’ characteristics and needs. Using qualitative methods with descriptive case study as its framework, three teachers’ lesson plans of mathematics teachers at SMART Ekselensia Indonesia were analyzed using theories that were adapted from National Council of Teachers of Mathematics Professional Standards (1991). The data were gained from documentation and interview. The three teachers’ lesson plans under study showed that the aspects taken into their lesson plan might contradict what were expected. It is indication that the teachers need improvement of how to formulate lesson plans properly.Keywords: mathematics teaching, lesson plan
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Minken, Zachary, Augusto Macalalag, Jr., Andre Clarke, Lisa Marco-Bujosa, and Carol Rulli. "Development of Teachers’ Pedagogical Content Knowledge during Lesson Planning of Socioscientific Issues." International Journal of Technology in Education 4, no. 2 (March 3, 2021): 113–65. http://dx.doi.org/10.46328/ijte.50.
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This case study addresses the pedagogical challenges teachers face in incorporating elements of socioscientific issues (SSI) when planning science and mathematics lessons. In order to effectively plan and teach SSI lessons, teachers must develop pedagogical content knowledge (PCK) specific to unpacking elements of SSI such as identifying an issue that is debatable and relevant to students’ lives, employing reflective scientific skepticism, and evaluating multiple perspectives. This study was guided by the following research questions: 1) In what ways, if any, did teachers’ knowledge and instructional design of SSI change throughout the intensive series of workshops? 2) What areas of SSI required additional support? To answer our research questions, we analyzed changes in lesson plans from 29 teachers, mostly science and secondary, over the course of three intensive workshops as part of the Integrating STEM in Everyday Life Conference Series. Over the five month period, teachers worked in groups and with mentors to design and implement SSI lessons. Our findings show that teachers demonstrated positive changes in all SSI elements over the course of the workshops. However, deeper analysis reveals that teachers struggled to balance the social and scientific aspects of SSI. Moreover, our analysis suggests that teachers did not focus on the discursive nature of SSI in their lesson plans. Implications of our study include ways in which professional development programs can cultivate teachers’ PCK of SSI in order to better support them in planning and implementing SSI lessons.
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BOZKURT ALTAN, Esra, and Irem UCUNCUOGLU. "Examining the Development of Pre-Service Science Teachers’ STEM-Focused Lesson Planning Skills." Eurasian Journal of Educational Research 19, no. 83 (October 1, 2019): 1–22. http://dx.doi.org/10.14689/ejer.2019.83.5.
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Al-Shareef, Samar Yahya, and Reem Ali Al-Qarni. "The Effectiveness of Using Teacher-Teacher Wikis in Collaborative Lesson Planning and Its impact on Teacher’s Classroom Performance." English Language Teaching 9, no. 4 (March 21, 2016): 186. http://dx.doi.org/10.5539/elt.v9n4p186.
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<p>The paper highlights the main aspects and characteristic features of teacher-teacher Wikis, which are considered to be the most effective teaching and learning tools. The research studies the effectiveness of using Wikis by teachers during collaborative lesson planning. It also traces the impact of teacher-teacher Wikis on the teachers’ performance in the classrooms. Teaching collaboration has been studied as a crucial element as it involves planning and working together. Three EL teachers for the 5<sup>th</sup> elementary grade in elementary schools in Riyadh were chosen to be the study participants. The research was carried out during a four-week period. In order to collect data and achieve the study’s goal, four tools were used: a questionnaire, observation, interview, and text analysis. The research results proved the idea that using teacher-teacher Wikis in collaborative lesson planning is effective and improves teachers’ performance.</p>
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Purwasih, Ratni, Ika Wahyu Anita, and M. Afrilianto. "WORKSHOP DAN PELATIHAN PEMBELAJARAN LESSON STUDI BAGI GURU." Jurnal Pengabdian Masyarakat Khatulistiwa 3, no. 1 (April 30, 2020): 17–24. http://dx.doi.org/10.31932/jpmk.v3i1.653.
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Professional teachers are one of the determining factors in the success of teaching and learning in the classroom. Designing quality learning tools is the readiness of the teacher to teach. Teacher professionalism is an absolute requirement for the realization of the objectives of national education. Efforts to develop teacher competency should be carried out comprehensively and continuously Improving the quality, capacity, pedagogical-professional competence and fostering the teaching profession (in this case teachers), especially in MTs Cahaya Harapan Cisarua can be done through Lesson study activities. Lesson study is a model of teacher professional development through teaching and learning (learning assessment) collaboratively with a continuous and cycle system based on the principles of collegiality and mutual learning to build learning communities. The basic concept of implementing Lesson Study includes three activities namely; plan-do-see, namely: (1) Planning (planning). (2) Implementation (action) or learning and observation. (3) Reflections on the planning and implementation of the learning. The response of the participants was enthusiastic about this lesson study training.
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Broeckmans, Jan. "Short-term developments in student teachers' lesson planning." Teaching and Teacher Education 2, no. 3 (January 1986): 215–28. http://dx.doi.org/10.1016/s0742-051x(86)80003-8.
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Saliha Karal, Isik. "Describing Physics Student Teachers' Orientations through Lesson Planning." Universal Journal of Educational Research 5, no. 5 (May 2017): 715–22. http://dx.doi.org/10.13189/ujer.2017.050503.
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Calleja, James, and Laura Formosa. "Teacher change through cognitive conflicts: the case of an art lesson study." International Journal for Lesson & Learning Studies 9, no. 4 (August 11, 2020): 383–95. http://dx.doi.org/10.1108/ijlls-05-2020-0028.
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PurposeThe paper focuses on lesson study, which generally engages the collaborative work of a group of teachers, as implemented with a primary school art teacher who had limited opportunities for collaboration. Through lesson study, the teacher worked closely with a lesson study facilitator and an art education expert to plan a research lesson. The study explores how this collaboration generated cognitive conflicts and eventually teacher change.Design/methodology/approachThis paper presents a case study using a thematic approach to data analysis. The lesson study involved weekly face-to-face meetings and daily online communications over a period of eight weeks. In an attempt to reflect upon and resolve conflicts, the teacher kept a journal in which the teacher wrote down lengthy accounts of the discussions with knowledgeable others, the teacher’s struggles and ways of resolving these. Data were complemented by the different lesson plan versions, the post-lesson discussions and a detailed report documenting the lesson study process.FindingsThe paper provides insights into the role that cognitive conflicts play for teacher change. Through ongoing communication, reflection and support to resolve conflicts, the teacher recognised more collaborative opportunities for professional development, freed from rigid lesson planning practices and reported a new conceptualisation to teaching.Practical implicationsDrawing on the literature about effective teacher professional learning, the paper offers implications for supporting teacher change.Originality/valueThis paper provides insights into how lesson study may provide conditions that enable teachers' cognitive conflict and facilitate their consequent resolution.
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Fernández, Maria Lorelei. "Developing Knowledge of Teaching Mathematics through Cooperation and Inquiry." Mathematics Teacher 101, no. 7 (March 2008): 534–38. http://dx.doi.org/10.5951/mt.101.7.0534.
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Lesson study is a process of professional development highly valued among Japanese teachers (Stigler and Hiebert 1999; Fernandez and Chokshi 2002). In recent years, teachers of mathematics in the United States and other countries have begun to incorporate this process within their own teaching communities; in 2002, the National Council of Teachers of Mathematics published a video guide to Japanese lesson study (Curcio 2002). Lesson study is composed of four phases, each of which brings teachers and other experts together in a process of inquiry into teaching. These phases include collaborative planning, lesson observation by colleagues and other experts, analytic reflection, and ongoing revision. Typically, each lesson may go through these phases multiple times. Each time, a different member of the lesson study group teaches the lesson while the other members observe, collecting data for analysis of and reflection on the lesson.
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Custodio-Espinar, Magdalena. "Influencing Factors on In-Service Teachers’ Competence in Planning CLIL." Latin American Journal of Content & Language Integrated Learning 12, no. 2 (May 11, 2020): 207–41. http://dx.doi.org/10.5294/laclil.2019.12.2.2.
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In spite of the multiple competencies necessary to design and deliver proper Content and Language Integrated Learning (CLIL) lessons, the teachers’ linguistic proficiency is the primary competence considered in the accreditation of CLIL teachers in Spain. However, teachers’ competence in planning CLIL lessons is key to bilingual education. This article explores this competence and reports on the several factors that influence the level of integration of CLIL methodological principles in the lesson planning style of in-service teachers at primary and secondary education. The factors studied are the stage of education, curricular subjects, teacher education, status at school, years teaching CLIL and type of school in a sample of 383 in-service CLIL teachers. Results show statistically significant differences in all the factors studied except in the stage of education (primary-secondary) and the type of school (state-semiprivate). These results reveal a high heterogeneity in the sample, which allows the description of the CLIL teacher profiles according to the factors that influence their competence in planning and delivering CLIL lessons. It is concluded that education and training in CLIL competencies, such as planning CLIL lessons, is also necessary in order to achieve a more homogeneous competence profile of the teachers. Therefore, a review of the academic programs and of the accreditation model so as to guarantee that they include prescriptive education and training in CLIL is recommended, since the quality and sustainability of bilingual programs also depends on teachers’ competence in CLIL and not only on the students’ academic results.
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Wahyu, Sri, Fahmi Rizal, and Nurhasan Syah. "Teacher Performance Analysis in the Learning Process." Journal of Education Research and Evaluation 5, no. 1 (January 30, 2021): 67. http://dx.doi.org/10.23887/jere.v5i1.30758.
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Educational problems that occur today include the low quality of education at each level of the education unit. It is due to low teacher performance. This study aimed to analyze teacher performance in the learning planning process, learning implementation, and learning evaluation. This research method is carried out using a qualitative approach research method that produces descriptive data in written or spoken words from the teachers that can be observed. The interviewing instruments are interviews, observation, and documentation. Data analysis techniques are used through data reduction, data display, and verification (concluding). Based on this study's findings, it is concluded that the teacher's performance in lesson planning has met the criteria that must be done in learning, learning materials, learning resources, learning media, and assessment of learning outcomes. By making the lesson plan, the teacher has carried out the lesson planning well. The teacher's performance in implementing learning has been carried out well. It can be seen from the learning activities that have been created by the teacher in the classroom. Teacher performance in learning evaluation includes evaluating good learning outcomes by implementing structured remedial and enrichment.
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Amirullah, Aini Haziah. "Lesson Study: An Approach to Increase the Competency of Out-of-Field Mathematics Teacher in Building the Students Conceptual Understanding in Learning Mathematics." JOURNAL OF EDUCATIONAL SCIENCES 2, no. 2 (July 31, 2018): 1. http://dx.doi.org/10.31258/jes.2.2.p.1-13.
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The study was conducted to observe the effectiveness of Lesson Study as an approach used to increase the skills of an out-of-field Mathematics teacher or ‘non-optional’ teacher, in building the conceptual understanding among students during the teaching and learning process. This qualitative case study was conducted using a Lesson Study approach involving a novice Mathematics teacher who is also a non-optional teacher, in a district of Seremban, Negeri Sembilan, Malaysia. An expert in Mathematics, School Improvement Specialist Coach(SISC+) was involved in the classroom observation. There were three different sessions conducted and the observation was recorded. Transcripts were prepared for the three observations for comparison and analytical review on the learning and teaching process with the Excellent Mathematics Teacher. It was observed that the Mathematics teacher’s competency improved after evaluating the students’ response and achievements after the learning session. Teachers who were involved,developed their skills and expertise through discussions during the Lesson Planning, teaching and review sessions. The teachers are more confident in addressing students issue as well as class control ‘Lesson Study’ approach had contributed to upgrade the skills and efficiency of the non-optional Mathematics teachers as well as enriching the learning strategy, approach and methodology.
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Trivic, Dragica D., Milanka Džinović, Vesna D. Milanovic, and Ljiljana Živković. "COOPERATION OF THE PRE-SERVICE CHEMISTRY AND GEOGRAPHY TEACHERS ON AN INTERDISCIPLINARY LESSON PLANNING." Journal of Baltic Science Education 18, no. 4 (August 3, 2019): 620–33. http://dx.doi.org/10.33225/jbse/19.18.620.
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The aim of this research was to examine the effects of a new platform for raising the pre-service chemistry and geography teachers’ awareness of cooperation possibilities associated with the planning relevant interdisciplinary lesson. The research featured the participation of 16 students of the Faculty of Chemistry and 28 students of the Faculty of Geography of Belgrade University. Two workshops were conducted within the research. During the first workshop the participants worked in small groups on the tasks which served to strengthen their awareness on the relevant science education. The second workshop comprised the jointly planning the interdisciplinary lessons in groups with members of the pre-service teachers of both subjects. The participants’ lesson plans contain goals that can be classified as those relevant for the individual and those relevant for society. Half of the lesson plans contained formulations of goals that can be assessed as relevant for certain professions. The activities planned for the attainment of the stated goals support an interdisciplinary approach, encompass the concepts envisaged by the chemistry and geography curricula, and the activities specific to these two subjects. Keywords: cooperative planning, interdisciplinary lesson, pre-service chemistry teachers, pre-service geography teachers, relevant science education.
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Sawyer, Amanda G., Katie Dredger, Joy Myers, Susan Barnes, Reece Wilson, Jesse Sullivan, and Daniel Sawyer. "Developing Teachers as Critical Curators: Investigating Elementary Preservice Teachers’ Inspirations for Lesson Planning." Journal of Teacher Education 71, no. 5 (October 9, 2019): 518–36. http://dx.doi.org/10.1177/0022487119879894.
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Internet resources abound for preservice teacher (PST) use today, but we do not know how they choose and describe their implementation of them. This study investigates 158 elementary PSTs’ lesson plans across eight courses to describe plan inspiration and justification. PSTs reported being inspired by cooperating teachers (CTs), friends and family members, university courses, and Internet resources. In some cases, these PSTs simply followed lesson plans given to them. In other cases, they collected, curated, synthesized, and applied ideas based on inspirations, showing dispositions of New Literacies Theory. This study provides evidence that teacher educators need to engage PSTs in intentionally developing the skills of curation by acknowledging and modeling the depth and breadth of resources, including those that are not necessarily sanctioned. Implications include ways that teacher educators can frame PSTs’ understandings as they critically consume online resources through Critical Curation Theory.
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D. Nickerson, Susan, Michael Fredenberg, and Bridget Kinsella Druken. "Hybrid lesson study: extending lesson study on-line." International Journal for Lesson and Learning Studies 3, no. 2 (May 27, 2014): 152–69. http://dx.doi.org/10.1108/ijlls-06-2013-0037.
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Purpose – Lesson study in the USA provides a space for teachers to discuss classroom teaching with a goal of improving student learning. In general, US teachers’ professional lives are constrained by a lack of time for planning and observation. Within a lesson study context, we designed and utilized a web site to support and extend collaboration among teachers of mathematics at 26 school sites across two school districts. The purpose of this paper is to describe the lesson study context and share results of the investigation and affordances of the web site. Design/methodology/approach – Through the use of a survey, discourse analysis, and grounded theory, we examined how teachers used the web site and how best to foster regular and inclusive participation. Findings – The results reveal the web site spans time and distance. A significant percentage of the teachers used the web site for accessing resources, while a smaller fraction of teachers used the web site to discuss pedagogy and students’ mathematical thinking. Originality/value – The work expands the descriptive knowledge base of lesson study efforts in the US with the hybrid lesson study model that addresses the time constraints of US teachers. Also, the work addresses the challenge of geographical distance associated with facilitating communication among teachers from multiple sites.
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Botes, Wiets, Boitumelo Moreeng, and Moeketsi Mosia. "Supporting Natural Science Pre-Service Teachers during Work-Integrated Learning: A Case of a Lesson Study Approach." International Journal of Learning, Teaching and Educational Research 19, no. 10 (October 30, 2020): 60–76. http://dx.doi.org/10.26803/ijlter.19.10.4.
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This paper is concerned with the issue associated with final-year Natural Science pre-service teachers’ lesson design abilities. This paper reports how the implementation of a lesson study approach served as an intervention to support the lesson preparation abilities of pre-service teachers during a work-integrated learning (WIL) process. The case study generated rich qualitative data from multiple sources such as e-mail communications, WhatsApp responses, video capturing, and focus group team discussions. Couched within the critical emancipatory theory, the study found that the planning and preparation of innovative and inclusive Natural Science lessons are inseparably associated with the collaborative practices and interaction that existed among the team of pre-service teachers. The accommodative and engaging nature of the lesson study sessions empowered pre-service teachers to share their diverse subjective experiences and contextual ideas, which were pivotal to the generation of knowledge and design of Natural Science lessons. Consequently, the lesson study approach not only affected the pre-service teachers’ lesson design abilities but also better positioned them for the WIL experience.
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Süral, Serhat. "An Examination of Pre-Service Teachers’ Competencies in Lesson Planning." Journal of Education and Training Studies 7, no. 3 (January 17, 2019): 1. http://dx.doi.org/10.11114/jets.v7i3.3902.
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This study concerns the investigation of pre-service teachers’ competencies in lesson planning from different perspectives. In this respect, it is intended to develop a roadmap to figure out the pre-service teachers’ competency levels in lesson planning pertaining to a four-year- education program. The study was designed as a quantitative study and the general screening model was used. This model is designed with the relational screening model. The study population comprises of 3rd grade and senior students majoring in classroom, preschool, science, social sciences, mathematics and Turkish language teaching departments at Pamukkale University in the 2018-2019 academic year. “The Competency Scale for Lesson Planning” developed by the researcher attempted to determine pre-service teachers’ competencies in lesson planning. Considering reliability and validity levels of the scale, this scale can also be administered to different sample groups. The results denoted that pre-service teachers have an optimal level of competency in lesson planning.
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Dewi, Finita, Nenden Sri Lengkanawati, and Pupung Purnawarman. "Teachers’ Consideration in Technology-Integrated Lesson Design – A case of Indonesian EFL Teachers." International Journal of Emerging Technologies in Learning (iJET) 14, no. 18 (September 30, 2019): 92. http://dx.doi.org/10.3991/ijet.v14i18.9806.
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Abstract— The ubiquity of technology offers promising benefits of its integration in educational sector. Yet, little is known about the rationale underlying teachers’ decisions concerning their educational uses within the constraints of daily classroom practice. This study aims at exploring teach-rs’ consideration in choosing certain technology tools in the context of technology-integrated lesson design activities. Data were obtained through a focus group discussion during the lesson design which was followed by a semi structured interview. Findings for this study have enhanced the under-standing of some aspects that teachers put into consideration while designing technology-integrated lessons; identifying goals, analyzing learners, planning instructional activities, and choosing the technology tools. In addition, the findings of this study also postulate that during the lesson design activities, teachers need to be triggered by some cognitive prompts in order to sup-port them making some decision on the learning objectives, the stag-es of activities, and the technology tools they need to integrate.