EFL Student Teachers’ Lesson Planning Processes: A Grounded Theory Study

Abstract

Lesson planning employs both pedagogical and content knowledge. The processes are complex and student teachers, undergoing practicum, struggle to plan. However, studies that explain processes drawn from a qualitative inquiry to explain the practice are rare. The purpose of this study is to generate a theory to explain Thai EFL student teachers' lesson planning by adopting the grounded theory. The research questions include 1) How do the Thai EFL student teachers design their lesson plans? 2) How do the student teachers implement the lesson plans? and 3) What action do the student teachers take after implementing the lesson plans? The research instruments are semi-structured interviews as well as observations of 22 student teachers majoring in Teaching English. The data is analyzed by means of coding to identify emerging categories and generate a substantive theory. A constant comparative analysis of the data generates a grounded theory of EFL student teachers' lesson planning, illustrating cyclical processes of four stages. The first stage is pre-planning, where personnel and institutions have an influence by giving information necessary for planning. The second stage is planning, showing both linear and non-linear processes. The third stage is implementing plans, observed by school and university supervisors. Student teachers agree, partly disagree or entirely disagree with feedback and use or do not use the feedback to improve subsequent plans. Finally, the last stage is reflecting/evaluating, showing modes of communication and a reflective process for both problems and success.

Determining and Planning Listening Activities in Literary English as a Foreign Language Classes

“…This observation how much necessary is the lesson planning in classroom practices. Jensen, (2001) supported by Jantarach and Soontornwipast (2018) obtained similar conclusion when said that lesson planning reaffirms quality in teaching and learning achievements.…”

Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies

“…Despite the fact that reflective instruments and discussion have been part of these studies, they do not report much on the challenge that the disparity in power relationships between educators and preservice teachers may cause during the reflective discussion. Even though one study mentioned that student teachers changed a belief about discussing their decisions (Amalia & Imperiani, 2013), sometimes students leave to their own discretion whether or not to adjust their plans based on the instructor's feedback (Jantarach & Soontornwipast, 2018). Hence, reporting more insights into this situation is another suggestion for future research.…”

“…This evidences what has been recommended in previous studies to treat teacher's instructional skills, pedagogical and content knowledge as well as beliefs and attitudes. Amalia and Imperiani (2013) as well as Jantarach and Soontornwipast (2018) framed their studies within the courses offered at their two respective universities either as instructional or practicum courses.…”

“…Study 5. Jantarach & Soontornwipast (2018) is a study about the lesson planning process of 22 fifth-semester preservice teachers at a Thai university. By means of semi-structured interviews (before and after implementing a plan), and observations (of plan implementations), the researchers produced a detailed account of the phases of planning this group of preservice teachers went through and how various factors encountered at each of these phases influenced the lesson planning decisions as well as actions taken by this group of student teachers.…”

Online Transformational Learning to develop Egyptian EFL Prospective Teachers' Pedagogical skills during COVID-19 Pandemic

“…It refers to the process that precedes teaching and focuses on what teachers want / expect their students to know, understand, feel, appreciate, and be able to do. At this phase, the teacher should consider what to teach and how to teach it in order to make teaching and learning worthwhile for all (Jantarach & Soontornwipast, 2018). The planning phase includes the following skills:…”