How trainee physical education teachers in England write, use and evaluate lesson plans

Capel, Susan; Bassett, Sophy; Lawrence, Julia; Newton, Angela; Zwozdiak-Myers, Paula

doi:10.1177/1356336x18785053

Cited by 8 publications

(13 citation statements)

References 22 publications

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“…Instead, the plan has to provide the Accounting teacher with a general outline of their teaching goals, learning objectives and means of accomplishing them. This supports a study conducted by Capel, Bassett, Lawrence, Newton, and Zwozdiak-Myers (2019) on how trainee teachers write, use and evaluate their lesson plans. The researchers found that most trainees stated they found the lesson plan helpful in the lesson.…”

Section: Discussionsupporting

confidence: 86%

Pedagogical Strategies in Lesson Planning: An Assessment of Senior High Schools Accounting Teachers in Ghana

2022

CJESS

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The study assessed Senior High Schools' (SHSs) Accounting teachers' pedagogical strategies in planning their lessons. A convergent parallel mixed method was employed, drawing samples from 60 SHSs, of which 81(12 interviewed) Accounting participated. The study revealed that teachers incorporated appropriate pedagogical strategies in planning lesson introductions. However, teachers do not write comprehensive lesson notes. Still, they have skeletal plans, and they did not incorporate appropriate Teaching Learning Resources (TLRs) in their lesson plans and activities to enhance their teaching/learning. Most of the lesson plans did not reflect on concepts that build students' confidence in interpreting Accounting concepts/principles. The study suggests that incorporating TLRs and teaching/learning activities in a lesson plan should be emphasised.

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Section: Discussionsupporting

confidence: 86%

Pedagogical Strategies in Lesson Planning: An Assessment of Senior High Schools Accounting Teachers in Ghana

2022

CJESS

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“…One participant believed that lesson plans written in unit plans would have been more useful for her and would be more useful long term. According to Capel et al (2018), lesson planning can take between 30 minutes and an hour and a half for one lesson. This is a substantial time investment for a curriculum document if it is not useful for the present teacher (if the teacher is only writing a lesson in order to tick a box) or future teachers.…”

Section: Challenges To Developing Curriculum In An International Schoolmentioning

confidence: 99%

A Phenomenological Study of Teachers’ First-Year Experiences of Curriculum Development in Christian International Schools

Pedigo

Smith

2022

Jnl of Research in Internatl Education

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The purpose of this phenomenological study was to explore the experiences of eight American teachers in Christian international schools during the process of developing curriculum during their first year of teaching. In light of the purpose of the study, the following research questions framed this investigation: How do teachers describe their experiences of developing curriculum during their first year of teaching at an international Christian school? What challenges do first-year teachers encounter when beginning to develop curriculum for their classes? What are first-year teachers’ expectations of support during curriculum development? How do teachers describe their first-year experiences of adjusting to a new culture while at the same time working to develop curriculum? Participants for this study were purposefully selected classroom teachers who had been teaching at an Association of Christian Schools International (ACSI) international school for at least one year, but no more than three years. The theories guiding the study were experiential learning theory and the theory of cultural intelligence. Data collection methods included analysis of school documents, a photo narrative, and interviews. Data analysis procedures followed a heuristic research approach. The following themes emerged as a result of analyzing teacher interviews, photo narratives, and curriculum documents: (a) decision to teach internationally, (b) first year challenges teaching overseas, (c) effects of living cross-culturally, (d) developing curriculum at an international school, and (e) challenges to developing curriculum in an international school.

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“…In the initial training of PE teachers, in addition to the specific contents of the discipline, it is necessary to intentionally address a diversity of methodological aspects that are transferable to the classroom in which they carry out their professional activity (Capel et al, 2018). These are related to the design of classes, the organization of groupings, time management or the application of assessment.…”

Section: Cooperative Learning As An Essential Element In the Initial mentioning

confidence: 99%

“Cooperative Learning Does Not Work for Me”: Analysis of Its Implementation in Future Physical Education Teachers

et al. 2020

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Cooperative learning (CL) is one of the pedagogical models that has had more application in the area of Physical Education (PE), being highly worked in the initial training of teachers. The aim of the study is to check to what extent future PE teachers are able to apply in the classroom the PE training they have received at university, deepening their fears, insecurities and problems when carrying it out. Thirteen future PE teachers (7 girls and 6 boys) aged 20.87 ± 1.43 participated and, after having been trained in CL in various subjects, applied it in the classroom during their internship. They were selected through purposeful non-probability sampling. A qualitative methodology was used, being the interviews, the teaching diaries and the seminars with the tutor the instruments of data collection used. Three categories of analysis were used: (a) initial expectations in the application of the CL; (b) problems encountered in its implementation; (c) reflection about its application in the future. The results showed how the future teachers did not see their expectations of success fulfilled, encountering resistance from both students and teachers in PE. Furthermore, they reflect the need to continue training in a model that has infinite nuances so that it can be implemented satisfactorily. It is necessary to continue researching a pedagogical model with so many possibilities in the area of PE and with so much transversality on a social level.

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How trainee physical education teachers in England write, use and evaluate lesson plans

Cited by 8 publications

References 22 publications

Pedagogical Strategies in Lesson Planning: An Assessment of Senior High Schools Accounting Teachers in Ghana

Pedagogical Strategies in Lesson Planning: An Assessment of Senior High Schools Accounting Teachers in Ghana

A Phenomenological Study of Teachers’ First-Year Experiences of Curriculum Development in Christian International Schools

“Cooperative Learning Does Not Work for Me”: Analysis of Its Implementation in Future Physical Education Teachers

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