Learning to plan, planning to learn: the developing expertise of beginning teachers

Lesson Planning: How Do Pre-service Teachers Benefit from Examining Lesson Plans with Mathematics Teaching Practices as an Analytical Lens?

“…However, there is an increasing concern from the field and in the literature that pre-service teachers (PSTs) need support in developing the skills to write lesson plans (Park, 2014;Remillard, Herbel-Eisenmann, & Lloyd, 2011;Zazkis, Liljedahl, & Sinclair, 2009). Some mathematics teacher educators (MTEs) go so far as to argue that mastery of delivery and classroom interactions actually take priority over writing lesson plans (John, 2006;Mutton, Hagger, & Burn, 2011). In light of the reality of this situation, although PSTs may still need to write lesson plans in methods courses, it is imperative that MTEs make these opportunities more explicit and purposeful so that lesson plans can serve as the living documentation of -as well as provide the space for -the preparation, implementation, and improvement of PSTs' teaching.…”

A Synopsis on Teachers’ Learning during Early Stages of Professional Practice

“…Starting off in the teaching profession is for the better part of newly qualified teachers a time of fractioned participation in several schools' institutional practices, as most beginning teachers start off by substituting for other teachers (who for various reasons may have taken a leave of absence) and make up for their teaching load by teaching their subject in various schools. What Mutton et al (2010) have noted as an increase in their sense of responsibility stemming out of newly qualified teacher taking over whole class-groups as a marker of definitive distinction between the induction through pre-service teacher education programs and induction during the early stages of professional practice (in England, a period known as the "NQT year"), is for the Romanian beginning teachers altered in a particular way -the full responsibility is not yet assumed, as the beginning teacher is still on a temporary engagement situation, yet a certain level of increase in the responsibility taken can be noted, as the beginning teacher is bound to face on his own the challenges of learning in the classroom, with no mentoring or any other type of support in place, in the school. The language employed in interviews by the Romanian participants in this study, presents evidences of an extremely limited access to the resources distributed in the discursive practices of the schools where they work.…”

“…The learning trajectory is projected as gradual shift from explicit, behaviouristic guidance regarding fulfilment of professional standards to more autonomous cognitive and behavioural conduct, capable of considering in all complexity the issues related to activities in the classrooms. Research literature indicates in its more recent outputs (see Mutton et al, 2010;Edwards, 2010) an increased attention being paid to relevant concerns in regard of these practices. It is recommended that learning in the workplace becomes increasingly more of a reflection -in -action approach relying on pedagogy of collaboration.…”

Peer Observation of Teaching: Pre-Service Teachers' Perspectives for Better Performance

“…It means that the observation is conducted through recording aspects in face-to-face teaching performance through teaching rubric. Lastly, teaching means an activity to present the materials designed in the approved lesson plan [9] [10]. In short, peer review model in this context refers to mutual observations of pre-service teachers during microteaching lesson.…”