The Paradox of Instructional Planning in Teacher Preparation

• In Event: 35.081 - Roundtable Session 13
  In Roundtable Session: 35.081-24 - Navigating Research and Theory Into Practice in Teacher Preparation

Abstract

Situated within a practice-based pedagogy of teacher education and scholarship on planning, this study investigated the impact of instructional planning on teaching. Teacher candidates taught small group lessons to elementary students on 3 or 4 occasions, using pre-scripted lessons as well as lessons they created themselves. Data consisted of written reflections and interviews with TCs. Results indicated that TCs were more confident teaching from plans they had created themselves and were also more able to modify these plans based on the needs of their students. Providing TCs the opportunity to create and implement plans enables TCs to move from a view of teaching as performance to a view of teaching as responding to the needs of learners

Authors

• Janna Dresden, University of Georgia

• Julie Kittleson, University of Georgia

• Julianne A. Wenner, Boise State University