A Qualitative Study of British Student Teachers’ Lesson Planning Perspectives

Abstract

Five student teachers on a one year, internship based Post Graduate Certificate in Education (PGCE) course, were tracked in an attempt to understand their lesson planning perspectives. The investigation concentrated on the key areas of the planning process as it related to their learning, their beliefs about planning, the process of planning and the factors that influenced that process. The data are presented in the form of two case studies and the discussion includes the implications for future research in the area, as well as recommendations for reforming the role of lesson planning in teacher education.