How Do We Teach Planning to Pre-service Teachers – A Tentative Model

Abstract

We present an empirically based model for teaching about planning in pre-service science teacher education as part of on-campus courses. Planning is usually taught through the introduction of theoretically based planning models, but these models commonly assume a linear idea of planning that does not match how teachers go about planning. We examined how pre-service middle school science teachers planned a 20-minutes microteaching lesson on sustainable development. Six groups of pre-service teachers' conversations were video recorded, transcribed, and analyzed through practical epistemology analysis and deliberative educational questions, with the aim of extracting empirically based components of a model for teaching about planning. Our results confirm that the pre-service teachers' planning did not constitute a linear process. However, it still had certain regularities. In particular, all components of the planning model reappeared frequently, but were successively dealt with in new ways. Moreover, the pre-service teachers dealt with aspects of planning beyond those of the original model. These aspects concerned questions about (1) planning rules, (2) inauthenticity and (3) sources. We interpreted these aspects as additional components which, together with the original planning model, may constitute the beginnings of a general model for how to teach about planning in science teacher education.

Assessing the quality of science teachers' lesson plans: Evaluation and application of a novel instrument

“…The comparison between PST 22 and TST 43 illustrates a typical pattern found in many lesson plans: While TSTs use the analysis of the biological subject matter and their students' needs to plan a lesson, PSTs often elaborate in detail on rather irrelevant information. Since interconnecting these different knowledge bases with each other is challenging, particularly for novices (Westerman, 1991; Zaragoza et al, 2021), it seems to be necessary for teacher educators to provide support for lesson planning (Karlström & Hamza, 2021) and highlight for what purpose a lesson plan needs to be written. This might help PSTs to focus on essential aspects of teaching.…”

“…Rubrics can be used for research purposes on the one hand and for formative or summative assessment in teacher education on the other hand (Krebs et al, 2022; Panadero et al, 2018; Panadero & Jonsson, 2013). This would also account for lesson planning (Ozogul et al, 2008), which is a crucial aspect to teach in science teacher training (Drost & Levine, 2015; Karlström & Hamza, 2021). Since lesson planning is a cognitively demanding task (König et al, 2021) and rubrics have been shown to decrease the subjective cognitive load in self‐assessment processes (Krebs et al, 2022), a scoring rubric on lesson planning is assumed to help prospective science teachers in better responding to the challenges of lesson planning.…”

“…To build a sound, coherent, and comprehensive validity argument and cover a reasonable range of empirical evidence, we merged two frameworks of different grain‐size that are concerned with validity issues: (1) Pellegrino et al's (2016) coarse‐grained Assessment Triangle and (2) AERA, APA, & NCME, (2014) fine‐grained “Standards for educational and psychological testing” (Figure 2). Even though Pellegrino et al's (2016) framework explicitly refer to assessments close to classroom instruction, it appears to be eligible also in the context of lesson planning as a part of instruction in higher education (Drost & Levine, 2015; Karlström & Hamza, 2021). When applied in this context, the framework offers the advantage of strengthening the importance of an assessment instrument to (i) reflect the knowledge domains to be assessed ( Cognition ; Figure 2).…”

“…(1) Even though Pellegrino et al's (2016) framework explicitly refer to assessments close to classroom instruction, it appears to be eligible also in the context of lesson planning as a part of instruction in higher education (Drost & Levine, 2015;Karlström & Hamza, 2021). When applied in this context, the framework offers the advantage of strengthening the importance of an assessment instrument to (i) reflect the F I G U R E 2 Building a validity argument in three steps (based on Kane, 1992Kane, , 2013.…”

The Implementation of Islamic Values in Basic Physics Subject Based on Pre-Rules Method

“…With this agreement both lecturers and students know the rules during the learning process that will be carried out for one semester so that can facilitate the process of learning. This is because in learning requires rules in the manufacture and process (Karlström & Hamza, 2021). The rules before starting lectures are expected to make students more prepared in learning activities that apply Islamic values.…”