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Autor/inn/enGonzález, María José; Gómez, Pedro; Pinzón, Andrés
TitelCharacterising Lesson Planning: A Case Study with Mathematics Teachers
QuelleIn: Teaching Education, 31 (2020) 3, S.260-278 (19 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1047-6210
DOI10.1080/10476210.2018.1539071
SchlagwörterLesson Plans; Planning; Mathematics Teachers; Secondary School Teachers; Public Schools; Private Schools; Teacher Education Programs; Curriculum Implementation; Sequential Approach; Foreign Countries; Colombia (Bogota)
AbstractThe quality of students' learning experience depends on the learning activities that their teachers plan prior to classroom delivery. This article characterises the lesson planning practices of a group of 27 mathematics teachers. The questionnaire and the associated information coding and analysis procedures designed for that purpose may be applicable to lesson planning characterisation involving larger groups of teachers and of other disciplines. Some of the study group's needs and difficulties are established. One of the observations discussed is that planning procedures and criteria tend to be generic rather than specific to the lesson at issue. Another is that these teachers' vision of planning does not necessarily ensure a coordinated approach to all curricular dimensions. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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