John, Peter (2006) Lesson planning and the student teacher: re-thinking the dominant model. Journal of Curriculum Studies, 38 (4). pp. 483-498. ISSN 0022-0272

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Abstract

Rationalistic, technical curriculum planning has been the dominant model underpinning student teachers' lesson‐planning for a generation or more in England and Wales. In recent years, this process has become embedded in documents that direct initial training. The paper argues that this model leads to a limited view of teaching and learning as well as a restricted approach to learning to teach. Building on recent developments in socio‐cultural theory, an alternative, dialogical model of lesson planning is offered which not only emphasizes context‐dependency but also sees planning itself as a practice. This process is the key to developing reflective engagement across the different phases of the professional learning cycle

Item Type:	Article
Identifier:	10.1080/00220270500363620
Keywords:	Student teachers; Lessson planning; Curriculum planning
Subjects:	Education
Depositing User:	Rod Pow
Date Deposited:	17 Apr 2012 15:42
Last Modified:	06 Feb 2024 15:40
URI:	https://repository.uwl.ac.uk/id/eprint/315

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