Citations (121)
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Marcus Gustafsson, Jorryt van Bommel & Yvonne Liljekvist. (2024) Resources for planning and teaching mathematics: a Swedish upper-secondary school case study. Journal of Curriculum Studies 56:1, pages 88-106.
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Adriana Zaragoza, Tina Seidel & James Hiebert. (2024) Exploring preservice teachers’ abilities to connect professional knowledge with lesson planning and observation. European Journal of Teacher Education 47:1, pages 120-139.
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Sarah Gravett & Dean van der Merwe. (2023) Learning-centered lesson design and learning about teaching in a pre-service teacher education course. Cogent Education 10:1.
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Andrés Pinzón, Pedro Gómez & María José González. (2023) Effects of a professional development programme on teachers’ classroom practices in Colombia. Oxford Review of Education 0:0, pages 1-19.
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Matthias Krepf & Johannes König. (2023) Structuring the lesson: an empirical investigation of pre-service teacher decision-making during the planning of a demonstration lesson. Journal of Education for Teaching 49:5, pages 911-926.
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Pambas Tandika Basil. (2023) Early grade lesson preparation in Tanzania: teachers’ focus and perceived benefits. International Journal of Early Years Education 31:4, pages 956-970.
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Adriana Zaragoza, Tina Seidel & Rossella Santagata. (2023) Lesson analysis and plan template: scaffolding preservice teachers’ application of professional knowledge to lesson planning. Journal of Curriculum Studies 55:2, pages 138-152.
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Anne-Marie Miville, Anabelle Viau-Guay & Christine Hamel. (2022) Planning at the elementary level: Analysis of teachers’ life course. Cogent Education 9:1.
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Johannes König, Sandra Heine, Daniela Jäger-Biela & Martin Rothland. (2022) ICT integration in teachers’ lesson plans: a scoping review of empirical studies. European Journal of Teacher Education 0:0, pages 1-29.
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Matt O’Leary. (2022) Rethinking teachers’ professional learning through unseen observation. Professional Development in Education 0:0, pages 1-14.
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David Morrison-Love & Fiona Patrick. (2022) Supporting student teachers to integrate theory, research, and practice: developing the Adaptive Subject Pedagogy Model. Research in Science & Technological Education 0:0, pages 1-23.
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Nina Scholten, Jörg Doll & Nicole Masanek. (2022) How Preservice Teachers Refer to Different Knowledge Domains When Evaluating a Lesson Plan on the Tropical Rainforest. Journal of Geography 121:3, pages 91-99.
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Joshua Littenberg-Tobias, Sarah Kaka, Taylor Kessner, Anthony Tuf Francis, Katrina Kennett & Justin Reich. (2022) Digital practice spaces and clinical practice in teacher preparation: Current uses and future possibilities. Journal of Digital Learning in Teacher Education 38:1, pages 20-32.
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Johannes König, Matthias Krepf, Albert Bremerich-Vos & Christiane Buchholtz. (2021) Meeting Cognitive Demands of Lesson Planning: Introducing the CODE-PLAN Model to Describe and Analyze Teachers’ Planning Competence. The Teacher Educator 56:4, pages 466-487.
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Matti Karlström & Karim Hamza. (2021) How Do We Teach Planning to Pre-service Teachers – A Tentative Model. Journal of Science Teacher Education 32:6, pages 664-685.
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Julie M. Amador & Enrique Galindo. (2021) Mathematics Field Experience Design: The Role of Teaching Experiments and Lesson Study One Year Later During Student Teaching. The Teacher Educator 56:2, pages 132-152.
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Malose Kola. (2021) Pre-service teachers’ action research: technology education lesson planning in a South African University. Educational Action Research 29:1, pages 99-117.
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Johannes König, Albert Bremerich-Vos, Christiane Buchholtz & Nina Glutsch. (2020) General pedagogical knowledge, pedagogical adaptivity in written lesson plans, and instructional practice among preservice teachers. Journal of Curriculum Studies 52:6, pages 800-822.
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Kirby Whittington & Miray Tekkumru-Kisa. (2020) Pre-service Science Teachers as Curriculum Designers: Learning Opportunities Afforded in Task Selection. Journal of Science Teacher Education 31:5, pages 537-555.
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Charlotte L. Land & Jessica Cira Rubin. (2020) Part of the assignment: student–teachers’ planning instruction within/across activity systems. Teaching Education 31:3, pages 279-297.
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María José González, Pedro Gómez & Andrés Pinzón. (2020) Characterising lesson planning: a case study with mathematics teachers. Teaching Education 31:3, pages 260-278.
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Johannes König, Albert Bremerich-Vos, Christiane Buchholtz, Ilka Fladung & Nina Glutsch. (2020) Pre–service teachers’ generic and subject-specific lesson-planning skills: On learning adaptive teaching during initial teacher education. European Journal of Teacher Education 43:2, pages 131-150.
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Richard Greenwood. (2019) Pupil involvement in planning topics using KWL grids: opinions of teachers, student teachers and pupils. Educational Studies 45:4, pages 497-519.
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Xiaoming Zhai, Min Li & Yuying Guo. (2018) Teachers’ use of learning progression-based formative assessment to inform teachers’ instructional adjustment: a case study of two physics teachers’ instruction. International Journal of Science Education 40:15, pages 1832-1856.
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Ingrid Koni & Edgar Krull. (2018) Differences in novice and experienced teachers’ perceptions of planning activities in terms of primary instructional tasks. Teacher Development 22:4, pages 464-480.
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Linda Enow & Andrew Goodwyn. (2018) The invisible plan: how English teachers develop their expertise and the special place of adapting the skills of lesson planning. English in Education 52:2, pages 120-134.
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Anthony Tuf Francis, Mark Olson, Paul J. Weinberg & Amanda Stearns-Pfeiffer. (2018) Not Just for Novices: The Programmatic Impact of Practice-Based Teacher Education. Action in Teacher Education 40:2, pages 119-132.
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Estella Williams Chizhik & Alexander Williams Chizhik. (2018) Using Activity Theory to Examine How Teachers' Lesson Plans Meet Students' Learning Needs. The Teacher Educator 53:1, pages 67-85.
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Malose Isaac Kola. (2017) Technology Teacher Trainees’ Lesson Planning Approach in South Africa: Room for Improvement. African Journal of Research in Mathematics, Science and Technology Education 21:3, pages 293-303.
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Anita Stender, Maja Brückmann & Knut Neumann. (2017) Transformation of topic-specific professional knowledge into personal pedagogical content knowledge through lesson planning. International Journal of Science Education 39:12, pages 1690-1714.
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Heidi Wiebke & Meredith Park Rogers. (2014) Transition to Science Teacher Educator: Tensions Experienced while Learning to Teach Lesson Sequencing. Studying Teacher Education 10:3, pages 222-238.
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Julie Amador & Teruni Lamberg. (2013) Learning Trajectories, Lesson Planning, Affordances, and Constraints in the Design and Enactment of Mathematics Teaching. Mathematical Thinking and Learning 15:2, pages 146-170.
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Ilse Ruys, Hilde Van Keer & Antonia Aelterman. (2012) Examining pre-service teacher competence in lesson planning pertaining to collaborative learning. Journal of Curriculum Studies 44:3, pages 349-379.
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Lee Rusznyak & Elizabeth Walton. (2011) Lesson planning guidelines for student teachers: A scaffold for the development of pedagogical content knowledge. Education as Change 15:2, pages 271-285.
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Trevor Mutton, Hazel Hagger & Katharine Burn. (2011) Learning to plan, planning to learn: the developing expertise of beginning teachers. Teachers and Teaching 17:4, pages 399-416.
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Graham Rogers. (2011) Learning‐to‐learn and learning‐to‐teach: the impact of disciplinary subject study on student‐teachers’ professional identity. Journal of Curriculum Studies 43:2, pages 249-268.
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Judith B. Harris & Mark J. Hofer. (2011) Technological Pedagogical Content Knowledge (TPACK) in Action. Journal of Research on Technology in Education 43:3, pages 211-229.
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Vincent A. Anfara$suffix/text()$suffix/text(), Susan J. Lenski & Micki M. Caskey. (2009) Using the Lesson Study Approach to Plan for Student Learning. Middle School Journal 40:3, pages 50-57.
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Barbara McMillan. (2007) A teacher candidate's experience in the teaching of science using historical narratives and stories. Canadian Journal of Science, Mathematics and Technology Education 7:4, pages 377-400.
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Nina Scholten & Jörg Doll. The relevance of preservice teachers’ declarative content knowledge and professional role identity for a lesson planning task close to professional demands. International Research in Geographical and Environmental Education 0:0, pages 1-18.
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Agnès Deprit, Virginie März & Catherine Van Nieuwenhoven. Exploring what student teachers do when preparing their lessons: four planning profiles. Research Papers in Education 0:0, pages 1-20.
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