Understanding Preservice Teacher Skills to Construct Lesson Plans
- Authors
- Lim, Woong; Son, Ji-Won; Kim, Dong-Joong
- Issue Date
- 2월-2018
- Publisher
- SPRINGER
- Keywords
- Preservice teacher; Pedagogical design capacity; Lesson plan; Teacher quality standards
- Citation
- INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION, v.16, no.3, pp.519 - 538
- Indexed
- SSCI
SCOPUS
- Journal Title
- INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION
- Volume
- 16
- Number
- 3
- Start Page
- 519
- End Page
- 538
- URI
- https://scholar.korea.ac.kr/handle/2021.sw.korea/77458
- DOI
- 10.1007/s10763-016-9783-1
- ISSN
- 1571-0068
- Abstract
- This study examined preservice teachers' (PSTs) capacity for lesson planning in a university-based teacher preparation program in the USA Participants (n = 126) wrote lesson plans in three approaches: synthesis, creation, and modification. Findings indicate that PSTs who modified preexisting lesson plans produced better lesson plans than their peers and reported higher efficacy in their use of the lesson plan in their field experiences. This study supports the notion that the efficacy of first-year teaching lies more appropriately in the area of enacting curriculum than in the area of designing curriculum. With respect to career-long learning, PSTs' abilities to do curriculum work are likely to improve, as they grow more familiar with students and existing excellent curricula over years. Although the study presents a snapshot of U.S. preservice teachers' capacity for curriculum design, the findings may serve to inform the literature on the developmental aspect of curriculum design for teacher education systems across the world.
- Files in This Item
- There are no files associated with this item.
- Appears in
Collections - College of Education > Department of Mathematics Education > 1. Journal Articles
Items in ScholarWorks are protected by copyright, with all rights reserved, unless otherwise indicated.