Search results for: Lesson plans
Page 1/3 30 items
Learning to Plan During the Clinical Experience: How Visions of Teaching Influence Novices’ Opportunities to Practice
In this study, the authors document pre-service teachers’ (PSTs) opportunities to learn about planning for equitable and ambitious instruction during clinical placements. They also test whether these opportunities vary by the level of participants’ perceived congruence between the vision of science teaching supported in their university coursework and the instructional practices and learning culture of their host classrooms. They analyzed interview and survey responses of 65 science PSTs from three preparation programs which required their novices to learn about planning and teaching that was consistent with research-based reforms. In placements where novices could participate in planning practices that were perceived as congruent with these reform-based visions, they were more likely than peers in low-congruence classrooms to engage in educative co-planning with a mentor, to take up responsibilities for planning lessons earlier in the school year and for longer periods of time, and to receive useful feedback from mentors.
Updated: Dec. 16, 2021
Mathematics Field Experience Design: The Role of Teaching Experiments and Lesson Study One Year Later During Student Teaching
The authors engaged preservice teachers in a redesigned mathematics field experience with a central focus on children’s reasoning through teaching experiments and purposeful reflection on practice through Lesson Study. Indicators of effective teaching were examined through analysis of lesson plans and enactment, comparing student teachers who participated in the revised approach with student teachers in conventional forms of field experience. Findings suggest that teaching aspects fostered by the revised approach during the field experience had a positive residual effect during student teaching. Those who took part in teaching experiments and lesson study had lesson plans that provided for sense-making, encouraged collaboration, and included investigative mathematics to a greater degree than those in the conventional group. Those in the revised group implemented lessons during student teaching that were more student-centered and considerate of classroom culture than those who took part in the conventional field experience. We provide recommendations for designing field experiences.
Updated: Oct. 20, 2021
Developing Teachers as Critical Curators: Investigating Elementary Preservice Teachers’ Inspirations for Lesson Planning
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.
Updated: Mar. 15, 2021
Despite their increasing population, many teacher preparation programs have yet to provide adequate preparation for teaching Emergent Bilinguals (EBs). To respond to this situation and to the high demand for effective teachers of EBs, the authors investigated how preservice teachers (PSTs) adapt mathematics lesson plans for EBs. Twenty-one secondary mathematics PSTs, enrolled in two university-based programs, participated in this study and developed lesson plans for EBs. The authors’ analysis revealed that although the PSTs frequently implemented visuals and group work strategies for EBs, they need to better integrate EBs’ funds of knowledge and academic language support.
Updated: Sep. 13, 2020
Developing Pre-service Elementary Teachers’ Pedagogical Practices While Planning Using the Learning Cycle*
This study examined pre-service elementary teachers’ use of curriculum materials in lesson planning by identifying types of instructional tools used during the Learning Cycle.Findings highlight the importance of providing pre-service elementary teachers with supportive frameworks and opportunities to learn to critique and adapt curriculum materials in order to begin the development of their pedagogical design capacity for Learning Cycle lessons.
Updated: Jul. 09, 2017
This article examined how mentor teachers help interns in learning to plan lessons. The author revealed that some of the interns attempted to teach meaningful content but failed to consider ahead of time the nitty-gritty details or they attempted to teach a lesson that lacked a clear, worthwhile purpose. She understood that the interns often taught from plans that their collaborating teacher had read through and approved of Hence, she wanted to help the collaborating teachers consider playing a larger role in helping interns strengthen individual lesson plans before interns actually taught from those plans. The author concludes that becoming a teacher of planning requires mentors to possess conceptual and practical knowledge of instructional planning, how novices learn to plan, and how to teach planning.
Updated: Apr. 26, 2017
The Impact of a Novel Curriculum on Secondary Biology Teachers’ Dispositions Toward Using Authentic Data and Media in Their Human Impact and Ecology Lessons
The study examines how implementation of a real-world data and media-centered human impact curriculum influenced teacher dispositions toward using data and media in their ecology and human impact lesson plans. It explores how integration of these elements shapes teachers’ lesson plans. The findings show that this curriculum implementation positively affected teachers’ dispositions to use data analysis and media about scientific research to explain how people impact ecological function. Furthermore prior to the curriculum implementation, many teacher lesson plans focused on the general theme that people harm the environment. The curriculum gave teachers cases of data and media examples that helped them specify the particular ways people cause ecological harm.
Updated: May. 29, 2016
In this article, the authors are interested to measure the preservice teachers' Pedagogical Content Knowledge (PCK) and their personal constructs of teaching about mathematics lesson plans during their teacher education program. The results of the content analysis show that the constructs of the pre-service teachers have a wide variation and could be summarized within different themes. TELPS could also indicate whether there is a difference between first semester pre-service teacher students’ PCK and final semester pre-service teachers’ PCK. The authors conclude that the development of PCK is an important element of any teacher education program, and TELPS appears to be useful in determining pre-service teachers’ PCK.
Updated: Nov. 09, 2015
Preparing Special Education Teachers for Teaching Mathematics and Science with Technology by Integrating the TPACK Framework into the Curriculum: A Study of Teachers’ TPACK Development through Assessment of Lesson Plans
The current study focuses on the development of Technological Pedagogical And Content Knowledge (TPACK) in mathematics and science of pre-service special education teachers for teaching mathematics and science via one course. The findings revealed that upon completion of the course requirements, the participants’ TPACK scores for the lesson plans increased significantly reaching, on average, the second out of five levels of TPACK.
Updated: Apr. 15, 2015
The purpose of this article was to derive a set of descriptive themes that pertained to the development of preservice teachers' mental models of learning and instruction. The findings highlight the importance of exploring preservice teachers' cause-effect conceptualizations.The authors point to several areas of potential concern in their mental model development. The authors believe that preservice teachers' mental models can be represented by a two-level structure.
Updated: Dec. 25, 2014