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ERIC Number: ED517056
Record Type: Non-Journal
Publication Date: 2010-Nov
Pages: 12
Abstractor: As Provided
Reference Count: 21
Ways to Improve Lesson Planning: A Student Teacher Perspective
Gafoor, K. Abdul; Umer Farooque, T. K.
Online Submission, Paper presented at the All India Association for Educational Research International Seminar Cum Conference on Teacher Empowerment and Institutional Effectiveness (Chitradurga, Karnataka, India, Nov 1-3, 2010)
Learning to teach from practice lessons is at the core of student teacher preparation programs. But, there is no consensus regarding how to conduct this important aspect of pre-service teacher preparation. In view of the National Curriculum Framework for Teacher Education 2010 (India), observation that existing teacher education take the school curriculum and textbooks as "given" and train teachers to adjust to the needs of the existing school system through fastidious planning of lessons in standardized formats and hence operates with rigid lesson plan formats, this study examines what student teachers feel as difficulty in connection to the lesson planning in B.Ed course in Kerala, India. Seventy four student teachers who have finished their pre-service preparation were asked one structured and one open ended question each to appraise the lesson planning practices and to identify the difficulties faced by them. Student teachers perceive difficulty in choosing learning experiences appropriate to the learners, deciding and allotting the time suitably for every lesson, in identifying and developing proper learning aids, in executing the planned lesson in classroom, in psychological sequencing of the lessons, in bringing about necessary adaptations to the lessons according to the requirements of individual classrooms, and in specifying the educational objectives. There are minor variations in the difficulties reported based on the subject of specialization at B.Ed. level. In tune with the constructivist paradigm, student teachers themselves recommended improvement in knowledge of school situation, students' standards, content, modern methods and approaches to teaching. The study suggests that the process of development of this knowledge and the lesson plan must be through a reflective and dialogic process, including among others observation, seminars, discussion and reading. Teacher education system needs to be more flexible--allowing more time for practice and permitting variable formats and objectives according to the demands of student teachers, schools, subject, and the topic. (Contains 1 table and 1 figure.)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: India