Internal Dilemmas and External Burdens: Exploring Student Teacher Lesson Planning

教育学 数学教育 心理学 农业教育 教学方法 社会学 农业 地理 考古
作者
Amanda Bowling,Kellie Claflin,Michael J. Martin,Hannah Parker,R. D. Ramsier,Javan Otieno Owiti
出处
期刊:Journal of Agricultural Education [American Association for Agricultural Education]
卷期号:66 (2): 10-10 被引量:1
标识
DOI:10.5032/jae.v66i2.2961
摘要

Learning to teach is challenging as preservice teachers apply a multitude of knowledge and skills in complex situations. 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. This multiple case study explored 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. We recommend teacher educators consider how they intentionally incorporate knowledge transfer and metacognition in their programs. Further, teacher educators should conceptualize how they scaffold lesson planning skill development, clearly communicate expectations, and use lesson plan templates to help address student teacher stress and procrastination. Future research should continue to explore ways to improve metacognition and knowledge transfer within the student teaching field experience and during lesson planning.

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