A Closer Look Into Theory-Informed Lesson Planning: Learnings and Challenges Faced by Preservice Teachers

• In Event: Teacher Learning Through Lesson Study in Various Contexts

Abstract

Variation theory has been reported to enhance pre-service teachers’ (PSTs) theoretical knowledge and their collaborative inquiry in lesson and learning studies. However, PSTs reported difficulties in applying variation theory and more guidance for PSTs are needed. Situated within Learning Study context, this study investigates how PSTs applied variation theory in lesson planning to better understand how teacher educators could support their learnings. Science PSTs (n=27) were introduced to variation theory and collaboratively planned lessons on science topics. The findings include four different ways PSTs applied variation theory in lesson planning, focusing on factors that supported/hindered that process. Our study provides insights on PSTs’ learning to employ variation theory and how teacher preparation could enhance PSTs’ effective employment of learning theories.

Authors

• Miechie Leowardy, National Institute of Education - Nanyang Technological University
  Presenting Author

• Yuen Sze Michelle Tan, University of British Columbia
  Non-Presenting Author

• Douglas Adler, University of British Columbia
  Non-Presenting Author