Reflective Practice on Instructional Planning: Relevance and Contribution to Pre-Service Teachers’ Professional Development

Abstract

Over the years, a number of researches have investigated reflective practice. The areas of reflective practice researched include investigating teacher belief and intention, knowledge formation and teacher actions. A distinction between in-service and pre-service teachers has also been made in recognition of the different dynamics that these two groups of teachers possess. This paper explores the impact that reflective practice can have in developing pre-service teachers' professional development, particularly on instructional planning, by focusing on what entails reflective practice and instructional planning, the dimensions that underpin reflection, and how the convergence between reflection and instructional planning may contribute to preservice teachers' professional development.

Akranlarla Ve Akranlardan Mesleki̇ Öğrenme: İngi̇li̇zce Öğretmen Adaylarinin Ortak Çalişmaya Dayali Ders Planlama Yansimalari

“…A well-planned lesson provides a provision and a roadmap for the teachers. Furthermore, the planning process activates reflective thinking processes and thereby promotes reflective teaching practices (Sharil & Kyriacou, 2015). The advantage of the planning process increases as PTs create and implement their instructional plans in a cooperative and mutually supportive peer-learning environment (Lamb, 2015), which is related to EFL PTs' receiving more training in lesson planning in addition to the opportunities to develop the necessary professional learning skills in that area.…”

A prospective mathematics teacher’s lesson planning: An in-depth analysis from the anthropological theory of the didactic

“…Fraser et al (2011), in a study focusing on enhancing lesson planning and quality of classroom life for mathematics students' use of technology, addressed that technology enhanced students' quality of life by facilitating their lesson planning, helping them stay on track, reducing their stress, and making it easy for them to adjust, modify, and reuse their lessons. Sharil and Kyriacou (2015) conducted an explorative study regarding the impact of reflective practice in developing pre-service teachers' professional development, particularly on instructional planning, by focusing on what entails reflective practice and instructional planning, the dimensions that underpin reflection, and how the convergence between reflection and instructional planning may contribute to pre-service teachers' professional development. To investigate how prospective secondary mathematics teachers design lesson plans using their pedagogical content knowledge, Emre-Akdogan and Yazgan-Sag (2018) study points out three main findings, namely prospective teachers preferred to use student-centred and technology-based teaching activities, they took the students' understandings and prior knowledge into consideration, and they experienced difficulties since their mathematical content knowledge is not in comply with the conceptions included in the curriculum.…”