From autopsy to biopsy: A metacognitive view of lesson planning and teacher trainees in ELT

被引：20

作者：

Liyanage, Indika ^{[1
]}

Bartlett, Brendan John ^{[1
]}

机构：

[1] Griffith Univ, Fac Educ, Sch Educ & Profess Studies Bne Logan, Mt Gravatt, Qld 4122, Australia

来源：

TEACHING AND TEACHER EDUCATION | 2010年 / 26卷 / 07期

关键词：

Lesson planning; Lesson evaluation; Metacognitive strategies; Pre-service teacher training; Teaching English as a Second/Foreign Language (ESL/EFL); PRESERVICE TEACHERS;

D O I：

10.1016/j.tate.2010.03.006

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Lesson planning and implementation of those plans are complex and cognitively demanding for English Language Teacher trainees preparing for the profession. Many find it difficult to develop a lesson holistically and to maintain alignment across aims, procedural steps, and evaluation when planning and implementing a lesson We attempted to address this problem by establishing a model of trainees' action that included their deliberate metacognitive structuring of a lesson both in planning and review phases Data from a first exploration of student thinking elicited by the model indicate positive shifts in trainees' holistic thinking and a student-centeredness in the critical perspectives they took in both planning and review Crown Copyright (C) 2010 Published by Elsevier Ltd. All rights reserved.

引用

页码：1362 / 1371

页数：10