Lesson analysis and plan template: scaffolding preservice teachers’ application of professional knowledge to lesson planning

Zaragoza, Adriana; Seidel, Tina; Santagata, Rossella

doi:10.1080/00220272.2023.2182650

Cited by 4 publications

(3 citation statements)

References 49 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Possibly, this facilitates the integration of different PK, CK, and PCK aspects during lesson planning (Stender et al, 2017; Zaragoza et al, 2021) and results in higher scores on the RALP. Another fruitful idea for teacher educators might be to distinguish lesson plan analysis and lesson planning and scaffold the application of professional knowledge to both practices in a long‐term learning process (Zaragoza et al, 2023): Before PSTs engage in planning their lessons, teacher educators might provide a scaffold and have PSTs analyze simulated or authentic lesson plans. Thus, they would gradually be introduced to the complex nature of lesson planning.…”

Section: Discussionmentioning

confidence: 99%

“…Thus, they would gradually be introduced to the complex nature of lesson planning. For the first step in Zaragoza et al's (2023) suggestion—the lesson plan analysis—the 24 RALP criteria might be used. After PSTs have learned to evaluate lesson plans, they start planning their own lessons and might use the RALP criteria as guidelines.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, Weitzel and Blank (2020) found that preservice biology teachers often do not consider certain aspects of lesson plans (e.g., students' conceptions, assessment of science learning, and the structure of teacher‐class dialogs). One recently suggested way to foster students' ability to apply professional knowledge in lesson planning is scaffolding, which draws on research on professional vision (Zaragoza et al, 2023). Similar to this approach, we suggest providing a scoring rubric as another possibility of helping prospective teachers to meet those cognitive demands in lesson planning and interconnect four of the five PCK components.…”

Section: Lesson Planning At the Heart Of Teachers' Professional Compe...mentioning

confidence: 99%

See 2 more Smart Citations

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

Großmann,

Krüger

2023

Science Education

View full text Add to dashboard Cite

Lesson planning is a core part of teachers' professional competence. Written lesson plans play a significant role in science teacher education as a preparation for demonstration lessons during the final teacher certification exam. However, the few existing scoring rubrics on lesson plans are not particularly theoretically sound and are barely tested for the validity of score interpretations. In response to the demand for transparent and applicable criteria, we developed the rubric to assess science lesson plans (RALP) to assess science teachers' lesson plan quality. We employed a mixed‐methods approach: First, we present multiple sources of validity evidence (based on test content, internal structure, relations to other variables, and consequences of testing) as mainly quantitative indicators for the quality of the RALP. Based upon that, we applied the RALP to lesson plans written by preservice and trainee science teachers (N = 100) and provided a qualitative analysis of six cases to illustrate common patterns in these lesson plans. Results indicate that teacher educators consider the RALP criteria (N = 24) relevant and objectively applicable. Correlation analyses of the scores and two teacher educators' holistic quality assessment of all lesson plans provide convincing evidence that the RALP can discriminate lesson plan quality levels. Moreover, comparisons between preservice science teachers and trainee science teachers reveal that trainee teachers score significantly higher than preservice teachers, indicating that the RALP is sensitive to differences in teaching and planning experience. The application and in‐depth analysis of three criteria of the RALP illustrate these differences in levels of planning quality. We discuss possible applications of the RALP in science teacher education and research in science teaching.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Lesson Planning At the Heart Of Teachers' Professional Compe...mentioning

confidence: 99%

See 1 more Smart Citation

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

Großmann,

Krüger

2023

Science Education

View full text Add to dashboard Cite

show abstract

Promoting Pre-Service Teachers’ Professional Vision and Self-Efficacy Beliefs of Language-Sensitive Science Teaching at Primary School

Grewe,

Zucker,

Todorova

et al. 2023

ZfDN

View full text Add to dashboard Cite

ZusammenfassungSelbstwirksamkeitsüberzeugungen und die professionelle Unterrichtswahrnehmung stellen wichtige Voraussetzungen für das Lehrkräftehandeln dar. Dies kann auch für das sprachsensible Handeln im naturwissenschaftlichen Sachunterricht angenommen werden. Eine frühzeitige Förderung in der universitären Ausbildung wird deshalb als relevant erachtet. Empirische Befunde aus anderen Domänen betonen dafür das Potenzial von Unterrichtsvideos. Vor diesem Hintergrund zielte die Studie zunächst auf die Entwicklung eines Lehrkonzepts mit fremden und eigenen Videos zur Förderung der professionellen Unterrichtswahrnehmung und Selbstwirksamkeitsüberzeugungen von Masterstudierenden hinsichtlich sprachsensibler Maßnahmen im naturwissenschaftlichen Sachunterricht. Das Konzept wurde in einem Prä-Post-Kontrollgruppendesign (Interventionsgruppe 1: n = 94, Kontrollgruppe: n = 46) evaluiert. Um zusätzlich Erkenntnisse über die Bedeutsamkeit einzelner Gestaltungselemente videobasierter Lehrkonzepte zu gewinnen, wurde im Weiteren die Wirkung von Variationen des Lehrkonzepts bzgl. der Gestaltungselemente Planung, Durchführung und videobasierte Analyse des eigenen Unterrichts untersucht. Hierzu wurde das initiale Lehrkonzept mit zwei Adaptionen verglichen, in denen die Planungszeit erweitert und die Durchführung stellvertretend durch eine fremde Lehrkraft (Interventionsgruppe 2: n = 35) bzw. im Microteaching (Interventionsgruppe 3: n = 36) erfolgte und somit zu einer videobasierten Reflexion fremden (Interventionsgruppe 2) bzw. eigenen Unterrichts (Interventionsgruppe 3) führte. Die Ergebnisse zeigen, dass alle drei Interventionen zur Förderung der professionellen Unterrichtswahrnehmung und Selbstwirksamkeitsüberzeugungen beitragen. Hinsichtlich der Bedeutung der untersuchten Gestaltungselemente zeigen sich jedoch differentielle Effekte. Während sich bzgl. der professionellen Unterrichtswahrnehmung keine Unterschiede zwischen den Interventionen ergeben, zeigt sich in Bezug auf die Selbstwirksamkeitsüberzeugungen zum Planen und Durchführen sprachsensiblen Unterrichts eine Überlegenheit des Microteachings (Interventionsgruppe 3) im Vergleich zur Umsetzung im Klassenverband (Interventionsgruppe 1). Die Ergebnisse liefern wichtige Erkenntnisse für die Gestaltung videobasierter Lehrkonzepte und zukünftige Forschung.

show abstract

Putting the cart behind the horse: conceptualising the “emotionality” of mentoring in initial teacher education

Relihan,

O'Donovan

2024

IJMCE

View full text Add to dashboard Cite

Purpose This conceptual paper explores the complex, and neglected, area of mentor development in initial teacher education (ITE) in Australia. It focuses on the emotionality of mentoring, drawing on concepts of emotional labour and emotional intelligence to develop a framework of effective mentoring that helps explain the essence of a mentor’s role in supporting preservice teachers.Design/methodology/approach This conceptual paper draws together mentor-support practice wisdom and research literature from several relevant areas. It draws on constructive developmental theories and complex stage theory to reaffirm the intricate nature of mentor learning and development. This paper critiques the current utilitarian emphasis on mentoring as a way to improve student outcomes without first having clarity on how to improve mentoring itself.Findings We introduce the mentoring as emotional labour framework as a way to better understand the nature of mentoring within ITE and as a tool for developing more effective mentor supports. We present “exemplar cases”, which are amalgamations of field observations to illustrate aspects of the framework – however, we do not claim they provide evidence of the utility or accuracy of the framework.Originality/value Previous research and policy have tended to gloss over the skills required for effective mentoring, whereas this paper places the emotional labour of mentoring front and centre, explicitly conceptualising and describing the personal and interpersonal skills required in a way that aims to support and empower mentors to recognise existing strengths and areas of potential growth.

show abstract

Lesson analysis and plan template: scaffolding preservice teachers’ application of professional knowledge to lesson planning

Cited by 4 publications

References 49 publications

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

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

Promoting Pre-Service Teachers’ Professional Vision and Self-Efficacy Beliefs of Language-Sensitive Science Teaching at Primary School

Putting the cart behind the horse: conceptualising the “emotionality” of mentoring in initial teacher education

Contact Info

Product

Resources

About