A Review of Teachers' Planning: Perspectives on Learning to a Plan and Professional Learning

• In Event: 66.059 - Poster Session 14
  In Poster Session: 66.059-4 - Division K Section 5 Poster Session 2

Abstract

The capacity to plan cannot be learned “from unguided classroom experience”, and Initial Teacher Education (ITE) programs tend to emphasize the provision of multiple opportunities for students to observe, plan and practice diverse pedagogical approaches in diverse settings. We present research on planning in teacher education since the 1950s. We conceptualise the paper in terms of cognitive and ecological-situated perspectives on teachers’ planning. Drawing on illustrative studies on teachers’ planning over the last fifty years we identify emphases and gaps in research. We discuss the significance of the paper in terms of understanding teachers’ planning in terms of learning theories, planning as a process, the cultural dynamics of planning and potential future lines of research in ITE and beyond.

Authors

• Elaine Munthe, University of Stavanger

• Paul F. Conway, University of Limerick