Lesson planning and the student teacher: re‐thinking the dominant model

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

Notes

1. It has been argued OBE has in fact led to a derogation of many of the fundamentals of rational planning. In particular, it has diminished the central concern for learning as well as limiting the principles and procedures that teachers might adopt to implement the aims of their teaching (Peters 1964). As Elliot (2001) has contended, the emphasis on goals and targets for learning has led to a reverse linearity, where the curriculum tail wags the teaching dog.

Additional information

Notes on contributors

Peter D. John

Peter D. John is Professor of Education and Dean of the Faculty of Education at the University of Plymouth, Exmouth, Devon, EX8 2AT, UK; e‐mail: [email protected]. His research focus is on the policy and practice of teacher education, teacher professionalism, and ICT and professional learning.