Secondary teacher candidates’ learning lesson planning

Authors

Christina Santoyo, University of Nevada, Las Vegas
Shaoan Zhang, University of Nevada, Las VegasFollow

Document Type

Article

Publication Date

2-1-2016

Publication Title

Teacher Education Quarterly

Volume

43

Issue

2

First page number:

3

Last page number:

27

Abstract

The purpose of this study is to examine school-based teacher learning by exploring how secondary teacher candidates (TCs) learn to lesson plan through the alignment of their pre-service field experiences with a general methods course. Using interview and observation data, two themes were identified: (a) student-centered and teacher-centered instructional approaches and (b) the mentor’s role in lesson planning. Using experiential learning theory, specifically looking at third space, the study found that TCs used teacher-centered methods more often than student-centered methods in school-based practice. The study found that lesson planning was challenging for TCs who are concurrently enrolled in a methods course and field experiences. These challenges resulted from the lack of meaningful implementation of a third space by both mentors and university faculty.

Repository Citation

Santoyo, C., Zhang, S. (2016). Secondary teacher candidates’ learning lesson planning. Teacher Education Quarterly, 43(2), 3-27.