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European Journal of Teacher Education Volume 47, 2024 - Issue 1
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Research Articles

Exploring preservice teachers’ abilities to connect professional knowledge with lesson planning and observation

Adriana Zaragozaa School of Education, Technical University of Munich, Munich, GermanyCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-8145-9080View further author information
ORCID Icon,
Tina Seidela School of Education, Technical University of Munich, Munich, GermanyORCID Iconhttps://orcid.org/0000-0002-2578-1208View further author information
ORCID Icon &
James Hiebertb School of Education, University of Delaware, Newark, USAView further author information
Pages 120-139 | Received 16 May 2021, Accepted 16 Oct 2021, Published online: 29 Oct 2021

Citations (12)

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Read on this site (2)

Adedayo Olayinka Theodorio. (2024) Examining the support required by educators for successful technology integration in teacher professional development program. Cogent Education 11:1.
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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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Articles from other publishers (10)

Leroy Großmann & Dirk Krüger. (2023) Assessing the quality of science teachers' lesson plans: Evaluation and application of a novel instrument. Science Education 108:1, pages 153-189.
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Maren Koberstein-Schwarz & Anke Meisert. (2023) Facilitating Preservice Biology Teacher Development through Material-Based Lesson Planning. Education Sciences 14:1, pages 42.
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Omar Hernández Rodríguez, Wanda Wanda Villafañe-Cepeda, Juliette Moreno-Concepción & Yency Choque-Dextre. (2023) Desarrollo de la capacidad de observación profesional de los futuros maestros de matemáticas. PARADIGMA, pages 354-373.
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Maria Carme, Jordi Coiduras, David Aguilar & Àngel Blanch. (2023) Evaluation of Preservice Teachers’ Performance in School through Video Observations during the COVID-19 Pandemic. European Journal of Educational Research 12:2, pages 851-863.
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Johannes Bauer & Ingo Kollar. (2023) (Wie) kann die Nutzung bildungswissenschaftlicher Evidenz Lehren und Lernen verbessern? Thesen und Fragen zur Diskussion um evidenzorientiertes Denken und Handeln von Lehrkräften(How) can educational research evidence contribute to improving teaching and learning? Theses and questions on the discussion around teachers’ evidence-oriented reasoning and action. Unterrichtswissenschaft 51:1, pages 123-147.
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Rigoberto Chavira-Quintero & José Manuel Olais-Govea. (2023) Analysis of Content Knowledge Categories in Preservice Teachers When Teaching the Concept of Number in Preschool. Sustainability 15:5, pages 3981.
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Leroy Großmann & Dirk Krüger. 2023. Fostering Scientific Citizenship in an Uncertain World. Fostering Scientific Citizenship in an Uncertain World 95 116 .
Leroy Großmann & Dirk Krüger. (2022) Welche Rolle spielt das fachdidaktische Wissen von Biologie-Referendar*innen für die Qualität ihrer Unterrichtsentwürfe?What’s the Role of Trainee Biology Teachers’ Pedagogical Content Knowledge for the Quality of their Written Lesson Plans?. Zeitschrift für Didaktik der Naturwissenschaften 28:1.
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Christoph Vogelsang, Christoph Kulgemeyer & Josef Riese. (2022) Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience. Education Sciences 12:7, pages 479.
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Ann-Sophie Grub, Antje Biermann, Doris Lewalter & Roland Brünken. (2022) Professional Vision and the Compensatory Effect of a Minimal Instructional Intervention: A Quasi-Experimental Eye-Tracking Study With Novice and Expert Teachers. Frontiers in Education 7.
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