Lesson planning guidelines for student teachers: A scaffold for the development of pedagogical content knowledge

Rusznyak, Lee; Walton, Elizabeth

Abstract

Lesson planning for student teachers is often regarded in technical terms, merely as the means to ensure effective classroom performance. This approach limits the possibilities that the process of lesson planning offers to the development of professional competence among student teachers. In particular, student teachers need to begin to develop their pedagogical content knowledge (PCK), the capacity to make pedagogical choices that are logically derived from content and contextual knowledge. This article reports on a Lesson Planning Guideline which is used to scaffold the construction of student teachers' PCK individually by requiring them to consider the constituent parts of PCK individually and in relation to one another during the planning process. This guideline was developed in response to perceived limitations of existing guidelines used in our institution and found in texts for student teachers. Called a "Rationale for lesson design" the Guideline does not attempt to simplify the planning process, but rather enables students systematically to access the complexities inherent in effective lesson preparation. By requiring students to articulate their content knowledge and narrate their pedagogical reasoning in some detail, the Guideline enables students not only to teach with confidence but also to construct PCK. © 2011 Copyright Centre for Education Practice Research (CEPR).

Citation

Rusznyak, L., & Walton, E. (2011). Lesson planning guidelines for student teachers: A scaffold for the development of pedagogical content knowledge. Education as Change, 15(2), 271-285. https://doi.org/10.1080/16823206.2011.619141

• Journal Article Type: Article
• Acceptance Date: Jun 8, 2011
• Online Publication Date: Dec 21, 2011
• Publication Date: 2011
• Deposit Date: Jul 19, 2024
• Journal: Education as Change
• Print ISSN: 1682-3206
• Electronic ISSN: 1947-9417
• Publisher: Routledge
• Peer Reviewed: Peer Reviewed
• Volume: 15
• Issue: 2
• Pages: 271-285
• DOI: https://doi.org/10.1080/16823206.2011.619141
• Public URL: https://nottingham-repository.worktribe.com/output/29555654
• Publisher URL: https://www.tandfonline.com/doi/abs/10.1080/16823206.2011.619141