Lesson Planning Guidelines: A scaffold for developing Pedagogical Content Knowledge.

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dc.article.end-page285en_ZA
dc.article.start-page271en_ZA
dc.contributor.authorRusznyak, L.
dc.contributor.authorWalton, E.
dc.date.accessioned2021-11-05T10:28:05Z
dc.date.available2021-11-05T10:28:05Z
dc.date.issued2011
dc.description.abstractLesson planning for student teachers is often regarded in technical terms, merely as the means to ensure effective classroom performance. This approach limits the possibilities that the process of lesson planning offers to the development of professional competence among student teachers. In particular, student teachers need to begin to develop their pedagogical content knowledge (PCK), the capacity to make pedagogical choices that are logically derived from content and contextual knowledge. This article reports on a Lesson Planning Guideline which is used to scaffold the construction of student teachers’ PCK individually by requiring them to consider the constituent parts of PCK individually and in relation to one another during the planning process. This guideline was developed in response to perceived limitations of existing guidelines used in our institution and found in texts for student teachers. Called a “Rationale for lesson design” the Guideline does not attempt to simplify the planning process, but rather enables students systematically to access the complexities inherent in effective lesson preparation. By requiring students to articulate their content knowledge and narrate their pedagogical reasoning in some detail, the Guideline enables students not only to teach with confidence but also to construct PCK.en_ZA
dc.description.librarianMS2021en_ZA
dc.facultyFaculty of humanitiesen_ZA
dc.identifier.citationRusznyak, L., & Walton, E. (2011). Lesson Planning Guidelines: A scaffold for developing Pedagogical Content Knowledge. Education as Change, 15(2), 271-285.en_ZA
dc.identifier.issn1947-9417
dc.identifier.urihttps://hdl.handle.net/10539/31899
dc.journal.issue2en_ZA
dc.journal.linkhttps://doi.org/10.1080/16823206.2011.619141en_ZA
dc.journal.titleEducation as Changeen_ZA
dc.journal.volume15en_ZA
dc.language.isoenen_ZA
dc.schoolWits School of Educationen_ZA
dc.titleLesson Planning Guidelines: A scaffold for developing Pedagogical Content Knowledge.en_ZA
dc.typeArticleen_ZA
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