Understanding Preservice Teacher Skills to Construct Lesson Plans

Lim, Woong; Son, Ji-Won; Dong-Joong, Kim

doi:10.1007/s10763-016-9783-1

Cited by 39 publications

(39 citation statements)

References 39 publications

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“…Indicators of competence in designing lesson plans revealed in the present study are parts of lesson planning construction done in many educational contexts such as subject identification, learning indicator, learning objectives, learning material, learning source, learning media, learning model, learning scenario, and learning assessment. Our study also echoes a recent research study in the US that pre-service teachers who modified prior lesson plans could design lesson plans than the other pre-service teachers at the university level (Lim et al, 2018). It is therefore important for pre-service teacher education to guide student teachers in designing lesson plans effectively.…”

Section: Designing Lesson Plan Competencysupporting

confidence: 76%

“…Pre-service education has been of great interest in research among scholars. In particular, there has been a growing concern on pre-service teachers' teaching and learning process in the classroom context in the last decades (Lim et al, 2018;Owiny et al, 2019;Quinlan, 2020;Zhang et al, 2018). Research to date has much focused on pre-service teacher reflection (Karlström & Hamza, 2019), pre-service teacher beliefs (Othman & Kiely, 2016), pre-service teacher teaching practicum (Maidou et al, 2020), and pre-service teacher identity construction (Trent, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Enacting Scenario Card-Lesson Study in Pre-service Teacher Education: A Case Study on Indonesian Pre-service Teachers with Disabilities

Prasetyoningsih

Laksono

2021

AIJP

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Pre-service teachers are agents involved in several teaching training before involving in the professional community. The present study was designed to look at the enactment of Scenario Card-Lesson Study (SCLS), a previously developed learning media. A single pre-service teacher with disabilities was voluntarily involved in the project. Data were garnered through multiple video-recorded observations and checklist documentation. Findings suggest that the participant demonstrated contextual practices of classroom teaching using SCLS. Based on the themed-finding, the participant designed the lesson plan effectively, improved classroom teaching skills, and wrote the lesson study report well. In addition, based on our observation session, The participant also engaged fully in student-student discussion and teacher-student interactions. One tangible finding from this study is that the participant appeared autonomous in designing the teaching and learning plans. Suggestions for policymakers, stakeholders, and future researchers in pre-service teacher education are offered in this paper.

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Section: Designing Lesson Plan Competencysupporting

confidence: 76%

Section: Introductionmentioning

confidence: 99%

Enacting Scenario Card-Lesson Study in Pre-service Teacher Education: A Case Study on Indonesian Pre-service Teachers with Disabilities

Prasetyoningsih

Laksono

2021

AIJP

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“…Literature reviews from the primary studies related to the research are gained as the underlying theory for the study [19]. Moreover, lesson plan of public speaking course program is employed as a center framework of the product since lesson plan is the central of material development [20]- [22]. Data of the study are collected from literature reviews and lesson plan's content.…”

Section: Methodsmentioning

confidence: 99%

“…Bottom-up approach is applied to deal with existed situation which students have low understanding and competence in public speaking pre-test. Using lesson plan teaching framework, the material of the coursebook is designed accordingly [20]- [22].…”

Section: Fig 7 Another Coursebook Feature To Simplify the Materialsmentioning

confidence: 99%

A Review of Public Speaking Coursebook: A Product of English Language Center Curriculum Research and Development

Nimasari¹,

Mufanti²,

Gestanti³

2019

Proceedings of the Proceedings of the 3rd English Language and Literature International Conference, ELLiC, 27th April 2019, Sem

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English Language Center in Universitas Muhammadiyah Ponorogo is currently conducting a research and development of designing the best curriculum that correlates with students level and the university's pedagogical objectives. A previous internal research results imply that the Language Center should focus on two main courses: Standardized Test of Academic English Proficiency Test development and Public Speaking course project. Aligning to the prior research on Public Speaking curriculum development [1]-[3], this present study aims to deliver a final product of material development that is specifically designed for the first year students in Universitas Muhammadiyah Ponorogo. Document-based observation and analysis of Public Speaking's lesson plan is utilized as the key instrument of this research. Eight chapters of final product are presented. Furtermore, findings and discussion of the study are described qualitatively.

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“…Based on our reviews of the identified papers in Table 2, we found that most studies used relevant frameworks to analyse teacher knowledge or capacities, but some also focused on the social and cultural aspects of teacher practice (e.g., Clivaz & Miyakawa, 2020;Miyakawa & Winsløw, 2019;Wake et al, 2016;Widjaja et al, 2017). We also identified studies which refered to textbooks (e.g., Lim et al, 2018;Miyakawa & Winsløw, 2019), but did not have teachers' adaptations of textbooks as a main focus.…”

Section: Different Theoretical Frameworkmentioning

confidence: 99%

Theoretical approaches to teachers’ lesson designs involving the adaptation of mathematics textbooks: two cases from kyouzai kenkyuu in Japan

Shinno

Mizoguchi

2021

ZDM Mathematics Education

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In this paper, we explore theoretical approaches to Japanese teachers’ lesson designs involving the adaptation of mathematics textbooks for instructional change. In Japan, although most teachers use textbooks as the main resource for lesson planning, called kyouzai kenkyuu, the ways in which they use textbooks can differ. In a kyouzai kenkyuu practice, Japanese teachers sometimes attempt to design innovative tasks and/or learning trajectories beyond or parallel to the textbooks and curriculum guidelines. Such practice is often invisible to international researchers, since it is culturally situated in the local context. To make it more visible, in this study we address and advance theoretical approaches using two frameworks which are well-established for research in mathematics education, namely, Anthropological Theory of the Didactic (ATD) and Documentational Approach to Didactics (DAD). Two cases of lesson design regarding fractions using the same textbook chapter for 3rd graders in primary schools in Japan, are used as examples to illustrate crucial elements of each framework and ways of combining and coordinating both frameworks. As a result, we conceptualise teachers’ kyouzai kenkyuu practice using two approaches: from a praxeological analysis based on ATD, the difference in teachers’ mathematical and didactic knowledge was emphasised, while within DAD, the difference in the instrumentalisation process was emphasised. This analysis implies that the two theoretical approaches can be compatible, and used to gain deeper insight into the relationship between lesson design using the textbook and teacher knowledge.

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Understanding Preservice Teacher Skills to Construct Lesson Plans

Cited by 39 publications

References 39 publications

Enacting Scenario Card-Lesson Study in Pre-service Teacher Education: A Case Study on Indonesian Pre-service Teachers with Disabilities

Enacting Scenario Card-Lesson Study in Pre-service Teacher Education: A Case Study on Indonesian Pre-service Teachers with Disabilities

A Review of Public Speaking Coursebook: A Product of English Language Center Curriculum Research and Development

Theoretical approaches to teachers’ lesson designs involving the adaptation of mathematics textbooks: two cases from kyouzai kenkyuu in Japan

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