Informal and formal lesson planning in school internships: Practices among pre-service teachers

Timo Beckmann; Timo Ehmke

doi:10.1016/j.tate.2023.104249

Informal and formal lesson planning in school internships: Practices among pre-service teachers

Professorship of Educational Research, in particular Emperical Educational Scienes

Research output: Journal contributions › Journal articles › Research › peer-review

12 Citations (Scopus)

Abstract

Lesson planning is a core task for teachers, and pre-service teachers (PSTs) can learn how to plan lessons during internships. In this study, n = 200 PSTs were asked about their planning competency, and n = 121 lesson-planning documents written by PSTs were analyzed. The results demonstrate that PSTs considered their planning competency to be high and that this competency continued to increase during the internship. In addition, planning documents differed depending on whether they were used in an informal planning context or a formal situation such as an inspection. The perceived usefulness of lesson planning decreased over time.

Original language	English
Article number	104249
Journal	Teaching and Teacher Education
Volume	132
Number of pages	11
ISSN	0742-051X
DOIs	https://doi.org/10.1016/j.tate.2023.104249
Publication status	Published - 01.10.2023

Bibliographical note

Funding Information:
This project is part of the “Qualitätsoffensive Lehrerbildung” ( FKZ 01JA1903 ), a joint initiative of the Federal and Länder Governments, which aims to improve the quality of teacher training. The program is funded by the Federal Ministry of Education and Research . The authors are responsible for the content of this publication.

Publisher Copyright:
© 2023 The Authors

Research areas and keywords

Educational science
Lesson plans
Teacher education
Practicums
Beliefs
Planing Competency
Empirical education research

ASJC Scopus Subject Areas

Education

Access to Document

10.1016/j.tate.2023.104249Licence: CC BY-NC-ND

ZZL-Netzwerk 2.0: Theorie-Praxis-Verzahnung in der Lehrerbildung in den Handlungsfeldern „Kompetenzorientierter Unterricht“, „Inklusion“, „Coaching & Mentoring“ und „Lehrkräftegesundheit“
Ehmke, T. (Project manager, academic), Leiss, D. (Project manager, academic), Schmidt, T. (Project manager, academic), Weinhold, S. (Project manager, academic), Straub, R. P. (Project staff), Schilling, L. (Project staff), Besser, M. (Project manager, academic), Fischer-Schöneborn, S. (Coordination), Bormann, F. (Project staff), Kuchenbuch, F. (Project staff), Ahlers, M. (Partner), Hall, E.-M. (Project staff), Barth, M. (Partner), Jastrow, F. (Project staff), Süßenbach, J. (Partner), Anders, D. (Project staff), Kleinknecht, M. (Partner), Hohensee-Rüggen, E. (Project staff), Schiemann, S. (Partner), Paulus, P. (Partner), Claußen, J. T. (Project staff), Poschkamp, A.-K. (Project staff), Köllner, G. (Project staff), Hüfner, S. K. (Project staff), Schürmann, H. (Project staff) & Abels, S. (Partner)
Federal Ministry of Education and Research
01.07.19 → 31.12.23
Project: Transfer (R&D project)

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Cite this

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Informal and formal lesson planning in school internships: Practices among pre-service teachers

Abstract

Bibliographical note

Research areas and keywords

ASJC Scopus Subject Areas

Access to Document

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Projects

ZZL-Netzwerk 2.0: Theorie-Praxis-Verzahnung in der Lehrerbildung in den Handlungsfeldern „Kompetenzorientierter Unterricht“, „Inklusion“, „Coaching & Mentoring“ und „Lehrkräftegesundheit“

Cite this