A Study of Teacher Planning

Yinger, Robert J.

doi:10.1086/461181

Cited by 155 publications

(94 citation statements)

References 4 publications

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“…A majority of teachers begin planning by selecting instructional activities (Clark & Yinger, 1979;Macdonald, 1965;Yinger, 1980 It is unclear whether teachers who are trained to use systematic planning models will actually use these models. Neale, Pace, and Case (1983) found that experienced teachers who were trained to use systematic models indicated positive attitudes toward the models; however, many teachers use systematic models only informally while planning instruction or as part of mental planning.…”

mentioning

confidence: 99%

Preservice teacher use of learning and instructional design principles

Klein

1991

ETR&D

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JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.Springer is collaborating with JSTOR to digitize, preserve and extend access to Educational Technology Research and Development. Although many instructional technologists have suggested that teachers should be trained in using instructional design models, few studies have been conducted to determine if teachers can be successful in acquiring and applying these models. The purpose of this study was to examine preservice teacher success in acquiring and applying principles of learning and instructional design. Preservice teachers enrolled in a professional teacher preparation program were taught the essentials of learning and competency-based instruction and were required to plan a lesson using these concepts. Results indicate that most of the preservice teachers were successful in acquiring and using the principles of learning and instructional design. It is unclear whether teachers who are trained to use systematic planning models will actually use these models. Neale, Pace, and Case (1983) found that experienced teachers who were trained to use systematic models indicated positive attitudes toward the models; however, many teachers use systematic models only informally while planning instruction or as part of mental planning. Experienced teachers believe that systematic planning models are useful for student teachers and inexperienced teachers, but even preservice teachers who are trained to use these models don't always follow them (Neale et al., 1983). In contrast, in a case study on teacher planning by Cain (1989), it was found that a preservice teacher trained to use a systematic planning model used this model extensively while planning a month-long unit of instruction.The purpose of the current study was to examine preservice teacher success in acquiring and applying principles of learning and instructional design. The study was conducted to ensure that the preservice teachers had these skills before they left their training program. While studies have been conducted to determine preservice teacher success in learning isolated skills of systematic planning models (Higgins & Sullivan, 1982), little research has been done to examine preservice teachers' ability to use planning models such as the competency-based instruction model. In addition, few studies have examined teacher knowledge of the principles of learning that underlie instructional design models. According to Blumenfeld, Young, and Pokay (1991), knowledge of learning principles might help teachers develop comprehensive learning plans. METHOD SubjectsParticipants in the study were 105 preservice teachers enrolled in their first semester of a professional teacher preparation program at a large southwestern university...

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Preservice teacher use of learning and instructional design principles

Klein

1991

ETR&D

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“…The reconstruction of lessons in terms of segments, routines, scripts, and agendas (Lienhardt & Greeno, 1986;Putman, 1987;Yinger, 1980) has enriched our understanding of instruction in the context of expert/novice contrasts. The basic assumption in these studies is that teaching is a complex cognitive skill that rests on lesson structure knowledge and subject matter knowledge.…”

Section: Teaching Methods and Valuesmentioning

confidence: 99%

The Role of Values in Mathematics Education

Jurdak¹

1999

hmnj

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“…De nombreuses recherches font état de la présence de cette tension dans le chef des enseignants (Barr & Dreeben, 1977 ;Conners, 1978 ;Doyle, 1986 ;Herbst, 2003 ;Jackson, 1968 ;Tomanek, 1994 ;Yinger, 1980). Pour avancer dans le programme, les enseignants peuvent se contenter de la contribution de quelques élèves, mais ils sont également conscients que leur mission est idéalement d'emmener tous les élèves sur les chemins du savoir.…”

Section: Garantir La Participation D'un Maximum D'élève Ou Viser L'avunclassified

La pensée des enseignants pendant l’interaction en classe. Une revue de la littérature anglophone

Wanlin¹,

Crahay²

2012

educationdidactique

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VariaLa pensée des enseignants pendant l'interaction en classe. Une revue de la littérature anglophone Ce document est un fac-similé de l'édition imprimée. Tous droits réservés Philippe Wanlin & Marcel Crahay9 Résumé : Ce texte se penche sur la manière dont les chercheurs ont schématisé la pensée interactive des enseignants, sur les éléments auxquels ils pensent quand ils donnent leurs cours et sur les facteurs qui influencent cette réflexion. L'étude de ces éléments de réflexion et des facteurs qui les influencent aboutit quasi inévitablement sur la notion de dilemme qui devient le noyau dur des processus de pensée des enseignants lorsqu'ils enseignent. Ce texte débouche notamment sur une typologie des dilemmes auxquels les enseignants sont confrontés lors de l'interaction en classe. Enfin, il présente une proposition d'organisation des constats de recherche du paradigme du teacher thinking pouvant être considéré comme une heuristique permettant de structurer cette littérature.

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A Study of Teacher Planning

Cited by 155 publications

References 4 publications

Preservice teacher use of learning and instructional design principles

Preservice teacher use of learning and instructional design principles

The Role of Values in Mathematics Education

La pensée des enseignants pendant l’interaction en classe. Une revue de la littérature anglophone

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