Search results for: Lesson plans

This article examined how mentor teachers help interns in learning to plan lessons.The author revealed that some of the interns attempted to teach meaningful content but failed to consider ahead of time the nitty-gritty details or they attempted to teach a lesson that lacked a clear, worthwhile purpose. She understood that the interns often taught from plans that their collaborating teacher had read through and approved of Hence, she wanted to help the collaborating teachers consider playing a larger role in helping interns strengthen individual lesson plans before interns actually taught from those plans.The author concludes that becoming a teacher of planning requires mentors to possess conceptual and practical knowledge of instructional planning, how novices learn to plan, and how to teach planning.

In this article, the authors are interested to measure the preservice teachers' Pedagogical Content Knowledge (PCK) and their personal constructs of teaching about mathematics lesson plans during their teacher education program. The results of the content analysis show that the constructs of the pre-service teachers have a wide variation and could be summarized within different themes. TELPS could also indicate whether there is a difference between first semester pre-service teacher students’ PCK and final semester pre-service teachers’ PCK. The authors conclude that the development of PCK is an important element of any teacher education program, and TELPS appears to be useful in determining pre-service teachers’ PCK.

The purpose of this article was to derive a set of descriptive themes that pertained to the development of preservice teachers' mental models of learning and instruction. The findings highlight the importance of exploring preservice teachers' cause-effect conceptualizations.The authors point to several areas of potential concern in their mental model development. The authors believe that preservice teachers' mental models can be represented by a two-level structure.

The aim of the current research is twofold: 1. Present a theoretical approach to study mathematics teacher knowledge and the conditions for developing it in direct relation to teaching practice. 2. Present and analyse a case of open lesson using this theoretical approach. In order to conduct their analysis, the authors have developed a new technology about the open lesson practice and some elements of theory as well. For this study, the authors collected data from three sources: the lesson plan of the teacher; the real-time observation of the lesson; the discussion after the lesson. In conclusion, the current study indicates why open lessons represent, to Japanese teachers, an attractive element of a professional learning community of teachers.