What is your Objective? Preservice Teachers’ Views and Practice of Instructional Planning
The purpose of this research was to investigate preservice teachers’ views of lesson planning and their process of lesson planning. A total of 45 preservice elementary teachers participated. Preservice teachers’ various ways of organizing and preparing their instruction were analyzed through a survey, lesson plans, and a follow-up interview. The findings demonstrate that few preservice teachers considered instructional objectives to be the most important component in a lesson plan. Rather, most preservice teachers focused on content and sequencing their activities. In addition, preservice teachers prefer to use more visual forms of lesson plans (e.g., concept mapping, graphic organizer) since they often encounter unexpected changes. The findings from this research imply that teacher educators need to reconsider the format of their instructional planning.
||Instructional Planning, Lesson Plans, Teacher Education, Preservice Teacher
The International Journal of Learning, Volume 18, Issue 7, pp.89-100.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 1.055MB).
Assistant Professor, The Department of Elementary and Middle Level Teacher Education, National-Louis University, Skokie, IL, USA
Dr. Ko has taught undergraduate preservice teachers and has inspired inservice teachers with her love of science education. She has evaluated and developed science curriculum for different projects and developed a teacher’s guide for one experience box at the Field Museum. She worked with more than 200 Chicago Public School teachers and students through interviews and classroom observations. Dr. Ko’s research is focused on the nature of science and scientific inquiry and she has presented her work at national conferences such as American Educational Research Association (AERA), the National Association for Research in Science Teaching (NARST) and the National Science Teachers Association (NSTA). Furthermore, she believed that teaching and research should go together and it led her to work with students to help them connect theory and practice. Therefore, she investigated how preservice teachers understood the purpose of lesson planning and how they planned for their actual lessons.
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