The theory into practice dilemma: Lesson planning challenges facing Botswana student-teachers

Abstract

The aim of this study is to examine the problems facing University of Botswana's PostGraduate Diploma in Education (PGDE) student-teachers with respect to their pedagogical practices during school placements. The study attempts to locate the issue of lesson plans and use of behavioural objectives within the general discourse on school improvement. It highlights the strengths and weaknesses of behavioural objectives, particularly the focus on the input-output process model of teaching and learning. Methods used to collect data for this study include mainly document analysis and classroom observations. The results revealed that student-teachers are more predisposed to rely on the use of knowledge and comprehensiontype of behavioural verbs in their lesson plans. PGDE student-teachers appeared to face a number of difficulties such as poor articulation of instructional objectives; heavy reliance on traditional didactic teaching-learning approaches; failure to specify 'Conditions' under which learning is ultimately evaluated and; the failure to determine the 'Degree of Mastery' expected of the learners. The article concludes by suggesting the shift to medium-to long-term goals of education as an alternative to the existing pedagogical practices.

The Challenges Faced by Graduates of Teacher Professional Education Program

“…In addition, according to Boikhutso (2010), different formula is in fact more likely to pose a dilemma and uncertainty about how student-teachers plan and implement the daily pedagogical routine of the teaching-learning process. However, he added that it does not matter if every school has its own manual in creating lesson plan, as long as the teachers understand the most important attributes of lesson plans and planning is that they add value to teaching and classroom instruction (Boikhutso, 2010).…”

“…In addition, according to Boikhutso (2010), different formula is in fact more likely to pose a dilemma and uncertainty about how student-teachers plan and implement the daily pedagogical routine of the teaching-learning process. However, he added that it does not matter if every school has its own manual in creating lesson plan, as long as the teachers understand the most important attributes of lesson plans and planning is that they add value to teaching and classroom instruction (Boikhutso, 2010). The important point in lesson planning is having clear understanding of overall objectives which help teachers concentrate on a stable set of tasks they design, thus reducing the amount of time needed to generate new ideas for the next day's class (Snow & Campbell, 2006), no matter how the formula is.…”

The Analysis of Teachers' Lesson Plan Through Behavioural Objectives Theory

“…Boikhutso (2010) conducted research about "lesson planning challenges facing Botswana student-teachers". The results revealed that student-teachers are more predisposed to rely on the use of knowledge and comprehension type of behavioral verbs in their lesson plans.…”

The Novice English Teachers' Perspectives Towards One-Page Lesson Plan Principles at SMP Laboratorium Undiksha Singaraja

“…Lesson planning is an essential aspect of teaching that needs to be prepared before the lesson to help teachers deliver the subject's material more effectively, efficiently, and organized-designing the lesson plan before the teaching and learning process can help teachers to visualize their learning process in the classroom (Haynes, 2010). Besides, designing the lesson plan and preparing the lesson before teaching is considered more effective for teaching and learning (Boikhutso, 2010). İn conclusion, a lesson plan is teachers' effort for designing guidelines for an effective, efficient, and organized learning process.…”