NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1057901
Record Type: Journal
Publication Date: 2015-Apr
Pages: 24
Abstractor: As Provided
Reference Count: 64
ISSN: ISSN-0313-5373
Interrogating the Lesson Plan in a Pre-Service Methods Course: Evidence from a University in Kenya
Simwa, Kefa L.; Modiba, Maropeng
Australian Journal of Teacher Education, v40 n4 Article 2 Apr 2015
The paper reports on research that examined how the content of a History methods course, taught in a university in Kenya, influenced student teachers' lesson planning and pedagogical skills. A lecture on a lesson plan, micro-teaching lesson plan documents and presentations were examined to determine student teachers' preparedness for teaching the History and Government (H&G) secondary school curriculum in Kenya. A case study was employed including lesson observations, interviews and document analysis. The findings demonstrate that focusing on parts of a lesson in lesson planning in the lecture may have derailed student teachers from developing the pedagogical content knowledge (PCK) that is likely to enable them develop competences that are expected for teaching H&G.
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kenya