Content Development Patterns Over a 2-Year Period as Indicated From Written Lesson Plans

Barrett, Kate R.; Sebren, Ann; Sheehan, Anne M.
October 1991
Journal of Teaching in Physical Education;Oct1991, Vol. 11 Issue 1, p79
Academic Journal
Teaching preservice teachers to plan, specifically the written lesson plan, is one vehicle to help transform their content knowledge into forms that are pedagogically powerful (Shulman, 1987), This article describes what changes occurred in how one teacher, BJ, transformed her knowledge of content for student learning in lesson plans written during her methods course, student teaching, and lst-year teaching. Data sources beyond the 17 lesson plans selected for analysis were unit plans, dialogue journals, semistructured interviews, and a graduate research project. Data were analyzed using inductive analysis techniques, and emerging results were discussed continuously with BJ for participant validation of the researchers' interpretation. Four patterns related to content development are discussed: a shift in how content was identified, shorter lesson plans, a shift from consistent use of extending tasks with minimum use of application tasks to the reverse, and the absence of preplanned refinement and simplifying tasks. Findings from both studies, BJ's and the original inquiry, suggest that teacher educators need to reexamine the amount and type of information they ask students to include, as well as the format. The challenge will be to develop new approaches that will continually support this process but that will be better suited to the realities of teaching (Floden & Klinzing, 1990).


Related Articles

  • Planning Techniques for the Student Teacher. McLaughlin, Eleanor Tracy // Education;Dec1948, Vol. 69 Issue 4, p254 

    The article discusses the planning techniques for the student teachers in teaching-learning situation. Planning is the essence of good teaching for it implies careful and thorough study of the needs of the pupils. Besides, the teacher too, is affected by efficient planning that self-reliance and...

  • Collaborating about What?: An Instructor's Look at Preservice Lesson Study. Parks, Amy Noelle // Teacher Education Quarterly;Fall2009, Vol. 36 Issue 4, p81 

    The article explores the ways of a group of preservice teachers' engage in the development of lesson study in the U.S. The author investigated that resistance to collaboration may not be the biggest hindrance to enacting lesson studies with preservice teachers. However, she found that their...

  • Preparing Elementary Preservice Teachers to Use Mathematics Curriculum Materials. Castro, Alison M. // Mathematics Educator;Fall2006, Vol. 16 Issue 2, p14 

    Learning how to use mathematics curriculum materials to create learning opportunities is an important part of the work of teaching. This paper presents findings from a study involving 15 elementary preservice teachers enrolled in, first, a content and, then, a methods course, and discusses the...

  • TEACHER EDUCATION CURRICULUM. Null, J. Wesley; Bohan, Chara Haeussler // Curriculum & Teaching Dialogue;2005, Vol. 7 Issue 1/2, p39 

    Argues that teacher educators need to have their preservice teachers focus more on the why portion of their future careers. Aspects of curriculum for the education of teachers, if questions of teacher education curriculum are addressed; Factors which affect teacher education curriculum in the...

  • Student Teaching Abroad Inter-Group Outcomes: A Comparative, Country-Specific Analysis. Binbin Jiang; Coffey, Debra; DeVillar, Robert A.; Bryan, Sandra // Journal of International & Global Studies;Nov2010, Vol. 2 Issue 1, p36 

    As student diversity becomes the norm in U.S. schools, future teachers must be comprehensively prepared to work with the increasingly diverse student population through application of informed instruction that enhances general and individual student learning and outcomes. Teacher Education...

  • Technology Mentoring: A Cooperating Teacher and Student Teacher Case Study. Grove, Karen; Odell, Sandra; Strudler, Neal // Action in Teacher Education;Spring2006, Vol. 28 Issue 1, p85 

    This study investigated the practice of a cooperating teacher preparing a student teacher to integrate technology into teaching and learning activities. Descriptive statistics and qualitative methods were used for data collection, Data were gathered from multiple venues during a semester-long...

  • REPRESENTACIONES SOCIALES DE ESTUDIANTES ACERCA DE SU FORMACIÓN INICIAL DOCENTE. Contreras, Madelaine Gladys Vivanco; Rivera, Cinthia Nicole Bravo; Candia, Marcela Alejandra Torres; Vásquez, Héctor Gonzalo Cárcamo // Horizontes Educacionales;2010, Vol. 15 Issue 1, p53 

    The purpose of this article is to know the social representations that Teacher Training Program students have in relation with pedagogical and disciplinary knowledge and their perceptions of weaknesses and strengths of their teaching training process. This investigation was carried out on the...

  • Supporting Teachers' Professional Learning by Navigating Openings in the Curriculum. Remillard, Janine T.; Kaye, Pamela // Journal of Mathematics Teacher Education;Mar2002, Vol. 5 Issue 1, p7 

    Researchers agree that achieving the fundamental changes called for by current reforms in mathematics education requires new learning on the part of teachers. Currently, across the United States there exists a tremendous variety of teacher-enhancement projects representing a range of...

  • Education for Sustainability and Pre-Service Teacher Education. Kennelly, Julie; Taylor, Neil; Maxwell, Tom; Serow, Pep // Australian Journal of Environmental Education;Jul2012, Vol. 28 Issue 1, p57 

    Aspects of environment are common topics in Australian primary schools. However Education for Sustainability (EfS), where students actively investigate the underlying causes of unsustainable practices and actively plan for and instigate change, is less well understood and less commonly...


Read the Article


Sign out of this library

Other Topics