Examining differences between pre- and in-service teachers’ cognition when lesson planning

Contreras, Karen; Arredondo, Claudia; Díaz, Claudio; Inostroza, María Jesús; Strickland, Brandee

doi:10.1016/j.system.2020.102240

Cited by 21 publications

(19 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This suggests that there probably exist differences in thinking styles between teachers at early phase and experienced in-service teachers. Such differences have been repeatedly evidenced by existing literature (Contreras et al, 2020;Kao & Mou, 2020). This finding of the current study seems to add weight to the argument that there is sharp contrast across teachers at different career phases in their cognition, beliefs and behaviors.…”

Section: Discussionsupporting

confidence: 84%

Measuring Thinking Styles of Pre-service and Early Career Teachers: Validation of a Revised Inventory

Li¹

2021

INT J EDUC METHODOL

View full text Add to dashboard Cite

The early phase is the decisive period for the teachers' career. Intellectual styles (particularly thinking styles) play a vital role in teachers' professional development. With the purpose of measuring thinking styles of teachers at the early phase, this study was designed to validate a revised inventory of thinking styles (TSI-R2) for pre-service and early career teachers. A sample of preservice teachers (n = 248) were invited to join the pilot study and a sample of teachers with one year work experience (n = 252) participated in the main study. Exploratory factor analysis, confirmatory factor analysis and reliability analysis were performed. The results suggested that with slight modification, TSI-R2 was a reliable and valid instrument to measure thinking styles of pre-service teachers and early career teachers, which has some implications to enhancing teacher education and development.

show abstract

Section: Discussionsupporting

confidence: 84%

Measuring Thinking Styles of Pre-service and Early Career Teachers: Validation of a Revised Inventory

Li¹

2021

INT J EDUC METHODOL

View full text Add to dashboard Cite

show abstract

“…In this case, the English teacher explained that the expected learning goals were completed with the four elements mentioned previously. Concerning the learning objectives aspect, The lesson plan is an auxiliary teacher's work for designing, organizing, and conducting a lesson (Contreras et al, 2020;Kubilinskiene & Dagiene, 2010). By designing lessons a teacher writes a plan.…”

Section: Resultsmentioning

confidence: 99%

An Analysis of Teacher’s Lesson Plan for Learning English through Google Classroom in Junior High School

Fitriani

Budiarta

2021

JPBI

View full text Add to dashboard Cite

Online learning is something new for teachers and students, so there are various obstacles to it. This study aims to: analyze the preparation of EFL teachers in preparing lesson plans and identify and describe teacher difficulties in preparing lesson plans for EFL students. This study uses a qualitative descriptive research design. Data on teacher preparation and difficulties faced by teachers in preparing lesson plans were taken using a questionnaire by determining five aspects, namely: 1) learning objectives, 2) learning materials, 3) learning activities, 4) media and learning resources and, 5) learning assessment. The study results are that the teacher fulfills all the steps in compiling a one-page lesson plan, which fulfills the steps provided by the instrument. Regarding the problems faced in the process of preparing lesson plans by teachers, it can be synthesized that there are six difficulties encountered by teachers, such as 1) stating learning objectives that contain behavior (B), 2) connecting learning objectives to core competencies, 3) compiling learning materials based on indicators. Learning, 4) selection of learning media based on learning objectives, 5) selection of learning media based on learning materials, and 6) selection of assessment based on learning objectives.

show abstract

“…The important point of MLS implementation are sharing and actively discussion among students so that the details of the learning plan can be scrutinized one by one more carefully (Merdekawati, 2018). On the other hand, it was shown that the good preparation of learning plan made the class more organized and planned so that it provided implementation guidance to achieve learning goals (Contreras et al, 2020).…”

Section: Selection Identification and Discussion Of The Learning Topicmentioning

confidence: 99%

“…Starting from the selection of tools and materials to the designing of implementation procedures in accordance with theme, making the learning plan that is designed has a higher quality. Selection of learning methods by inquiry, project-based learning or problem-based learning with practicum activities (Contreras et al, 2020) are among the things discussed during MLS. During the MLS activities, each student produced three revised learning tools with good and excellent categories.…”

Section: Support For Discussion On Preparation and Implementation Of Learning Plan (Plan)mentioning

confidence: 99%

Microteaching Lesson Study of Biology Prospective Teacher to Develop Lesson Plan Design and Teaching Ability

Lukitasari

Hasan

Murtafiah

2021

j. pendidik. indonesia.

View full text Add to dashboard Cite

Examining differences between pre- and in-service teachers’ cognition when lesson planning

Cited by 21 publications

References 16 publications

Measuring Thinking Styles of Pre-service and Early Career Teachers: Validation of a Revised Inventory

Measuring Thinking Styles of Pre-service and Early Career Teachers: Validation of a Revised Inventory

An Analysis of Teacher’s Lesson Plan for Learning English through Google Classroom in Junior High School

Microteaching Lesson Study of Biology Prospective Teacher to Develop Lesson Plan Design and Teaching Ability

Contact Info

Product

Resources

About