The Stress of Planning: Student Teacher Experiences of Procrastination, Motivation, and Metacognition During Lesson Planning

• In Event: Examining Experiences in Career and Technical Education

Abstract

Learning to teach is challenging as preservice teachers apply a multitude of knowledge and skills in complex situations. While we know preservice and student teachers struggle to effectively use metacognition and lack the ability to address numerous motivational factors in their learning. We do not know how student teachers utilize these ideas while lesson planning. The purpose of this multiple case study was to explore student teacher lesson planning motivation, knowledge transfer, and metacognition. The themes of teacher identity development, giving permission to overcome stress and procrastination, learning to adapt lessons, and stress impacting lesson planning emerged. The findings indicate student teacher growth throughout the practicum and provide insights for teacher educators to enhance motivation, metacognition, and knowledge transfer.

Authors

• Amanda Michelle Bowling, The Ohio State University

• Kellie Claflin, The Ohio State University

• Mike Martin, University of Colorado - Boulder

• Hannah C. Parker, California Polytechnic State University - San Luis Obispo

• Rachael Ann Ramsier, The Ohio State University

• Javan Otieno Owiti, The Ohio State University