Curriculum planning: prediction or response? A case‐study of teacher planning conducted through partnership action research

Bage, Grant; Grosvenor, Jill; Williams, Melanie

doi:10.1080/0958517990100105

Cited by 6 publications

(4 citation statements)

References 17 publications

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“…It might be appropriate to consider using a range of models to enable trainees to select one they find useful and meets their needs. Bage et al (1999) discovered that efforts to impose a uniform system of lesson planning on teachers meant that often they did not draw on the full range of their expertise when planning lessons in diverse contexts. They concluded that the uniform model was less sophisticated than what teachers actually did in their classrooms.…”

Section: Discussionmentioning

confidence: 99%

How trainee physical education teachers in England write, use and evaluate lesson plans

Capel

Bassett

Lawrence

et al. 2018

European Physical Education Review

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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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Section: Discussionmentioning

confidence: 99%

How trainee physical education teachers in England write, use and evaluate lesson plans

Capel

Bassett

Lawrence

et al. 2018

European Physical Education Review

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“…By the 1980s, the deskilling of teachers through various forms of supervision and mandated reform endeavors had emerged as a recognizable strand of the literature (i.e., Apple, 1990). Since then, the deprofessionalization of teachers (i.e., Bage, Grosvenor, & Williams, 1999;Apple, 2008) and the intensification of their workloads (i.e., Hargreaves, 1994Hargreaves, , 2003Kelchertermans, 2007) have received significant research attention. Still, the need for "intimate [teacher] knowledge of what happens when grand [reform] schemes are launched" (J.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Tensions in Teacher Development and Community: Variations on a Recurring School Reform Theme

Craig

2012

Teachers College Record: The Voice of Scholarship in Education

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Background/Context Conducted in the fourth-largest urban center in the United States, this research depicts how different reform initiatives were introduced to one middle school context over the decade from 1999 to 2009. Purposes/Objectives/Research Question/Focus of Study The study focuses on teachers’ experiences of three reform endeavors and how tensions in teacher knowledge and community developed as a consequence of each. The study's overall purpose is to contribute the often-overlooked teacher perspective to the curriculum, teaching, and school reform literatures. Setting The setting for the research is a middle school located in one of the wealthiest neighborhoods in the United States. The campus's social narrative history parallels the city's development. The school currently serves some of America's richest and poorest youth. Population/Participants/Subjects Nineteen educators, including several main teacher participants as well as some supporting teacher and administrator participants, contributed anonymously to the narrative account. Research Design Narrative inquiry is the research method used to excavate a story serial that emerged during the longitudinal research study. Four interpretive devices—broadening, burrowing, storying and restorying, and fictionalization—aided in the comparison and contrast of three eruptions in teacher community that occurred as a result of the different reform emphases. Presented in story serial form, these eruptions suggest a rhythm to school reform. The article ends with a discussion of the value of narrative inquiry in studying phenomena at the interstices of teacher knowledge, teacher community, school milieu, and organized school reform. Connections between fine- and coarse-grained inquiries are made, and the notion of stories traveling from one school site to another is also probed. Finally, the idea of a perennial educational problem being made public and visible through an innovative research approach is taken up, along with some suggestions concerning how school reform could more productively be lived.

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“…As Bage et al (1999) found, e orts to impose a uniform system of lesson-planning in the UK meant that teachers did not draw on the full range of their expertise in planning lessons in diverse contexts. The uniform system was less sophisticated than what teachers actually did.…”

mentioning

confidence: 96%

“…The uniform system was less sophisticated than what teachers actually did. Bage et al (1999) called this process`teacher deskilling'. The opposite can happen as wellÐteachers can be (and are) asked to implement methods and content for which they are not prepared or supported.…”

mentioning

confidence: 99%

Systemic change/teacher tradition: Legends of reform continue

Olson¹

2002

Journal of Curriculum Studies

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There is, in the ®eld of education in the English-speaking world, an enduring faith in the capacity of social engineering. Witness the`What works' syndromeÐa quest for assured knowledge to back up pedagogical practice and curriculum-making. The metaphor is that of a machineÐa complex one grantedÐbut a machine nevertheless. It is the sort of machine that Norbert Weiner imagined the body to be, or the way organisms interacted, when he developed his cybernetic model. Ironically, a key to the way his system worked was negative, corrective feedbackÐnot what works but what doesn't. Positive feedback tended to set systems out of control, he said. We can see the e ects of positive feedback in the case of computers which are purchased in great numbers for schools, although little is known about what they contribute to educationÐand least of all what teachers actually do with them.Research in education needs to ®nd out what teachers think of reformÐ to ask those who have intimate knowledge of what happens when grand schemes are launched. Such a need to consult those who do the work can be seen most dramatically in the case of nurses, who, in Canada at least, are now being recognized as sources of important information for purposes of assessing how hospitals work. They, like teachers, can and will in the future provide the negative feedback most often ignored and perilously so. However, does a systemic approach to reform in education appreciate the value of negative feedback. I think not.The systemic approach to reform recognizes that schools are part of a complex system of expectations and that reform plans must recognize the diverse interests at play in any reform. The idea is that when all the parts are pulling together reform will happen. The assumption is that the purposes for schools can be established, and that the technical means identi®ed to achieve those purposes are known. It is a matter of everyone being`on-side'. To me, this sounds like the roll-call and the rallying of j. curriculum studies, 2002, vol. 34, no. 2, 129±137 John Olson is professor emeritus in the

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Curriculum planning: prediction or response? A case‐study of teacher planning conducted through partnership action research

Cited by 6 publications

References 17 publications

How trainee physical education teachers in England write, use and evaluate lesson plans

How trainee physical education teachers in England write, use and evaluate lesson plans

Tensions in Teacher Development and Community: Variations on a Recurring School Reform Theme

Systemic change/teacher tradition: Legends of reform continue

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