Meeting Cognitive Demands of Lesson Planning: Introducing the CODE-PLAN Model to Describe and Analyze Teachers' Planning Competence

Autor/inn/en	König, Johannes; Krepf, Matthias; Bremerich-Vos, Albert; Buchholtz, Christiane
Titel	Meeting Cognitive Demands of Lesson Planning: Introducing the CODE-PLAN Model to Describe and Analyze Teachers' Planning Competence
Quelle	In: Teacher Educator, 56 (2021) 4, S.466-487 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (König, Johannes) ORCID (Krepf, Matthias)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
DOI	10.1080/08878730.2021.1938324
Schlagwörter	Lesson Plans; Teacher Competencies; Content Analysis; Schemata (Cognition); Cognitive Ability; Teacher Effectiveness; Cognitive Style; Educational Quality; Educational Objectives; Teaching Methods; Models; Predictive Validity; Curriculum Design; Units of Study; Foreign Countries; Teacher Orientation; Beginning Teachers; Teacher Education Programs; Elementary Secondary Education; Language Teachers; Teaching Skills; Germany (Berlin) + Suchen Sie Ihr Suchwort? Lesson planning; Unterrichtsplanung; Lehrkunst; Inhaltsanalyse; Cognition; Schema; Kognition; Denkfähigkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Cognitive styles; Kognitiver Stil; Quality of education; Bildungsqualität; Educational objective; Bildungsziel; Erziehungsziel; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Lehrplangestaltung; Lerneinheit; Ausland; Teacher; Teachers; Orientation; Lehrer; Lehrerin; Lehrende; Orientierung; Junior teacher; Junglehrer; Language teacher; Sprachunterricht; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	This article proposes a new research approach to teachers' lesson planning. While numerous guidelines have been dominating lesson planning as an object of teacher education, we utilize teacher cognition and expertise research to view lesson planning from a different perspective: We argue that lesson planning typically demands specific cognitive skills that teachers must master to create high quality instructional practice. The so-called CODE-PLAN model ("co"gnitive "de"mands of lesson "plan"ning) forms the general theoretical framework for our conceptualization of six demands (content transformation, task creation, adaptation to student learning dispositions, clarity of learning objectives, unit contextualization, and phasing) to empirically describe and analyze teachers' planning competence. We investigate how these demands are met through content analysis of 337 plans for demonstration lessons written by teacher candidates during induction in Germany. Statistical findings on the construct, curricular, and predictive validity of planning competence measures show that the CODE-PLAN model may open new empirical research perspectives on teacher planning competence and stimulate curriculum design in teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01