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• W2109090846 abstract "Rationalistic, technical curriculum planning has been the dominant model underpinning student teachers' lesson‐planning for a generation or more in England and Wales. In recent years, this process has become embedded in documents that direct initial training. The paper argues that this model leads to a limited view of teaching and learning as well as a restricted approach to learning to teach. Building on recent developments in socio‐cultural theory, an alternative, dialogical model of lesson planning is offered which not only emphasizes context‐dependency but also sees planning itself as a practice. This process is the key to developing reflective engagement across the different phases of the professional learning cycle" @default.
• W2109090846 created "2016-06-24" @default.
• W2109090846 creator A5081277213 @default.
• W2109090846 date "2006-08-01" @default.
• W2109090846 modified "2023-10-14" @default.
• W2109090846 title "Lesson planning and the student teacher: re‐thinking the dominant model" @default.
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• W2109090846 doi "https://doi.org/10.1080/00220270500363620" @default.
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