Lesson planning guidelines for student teachers: A scaffold for the development of pedagogical content knowledge
Lesson planning guidelines for student teachers: A scaffold for the development of pedagogical content knowledge
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实习教师的备课指南：教学内容知识发展的支架
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
Elizabeth Walton
中科院分区：
文献类型：
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作者：
L. Rusznyak;Elizabeth Walton
摘要实习教师的备课往往被看作是一种技术术语，仅仅是确保有效课堂表现的手段。这种做法限制了备课过程为师范生专业能力发展提供的可能性。特别是，实习教师需要开始发展他们的教学内容知识（PCK），使教学选择的能力，逻辑上来自内容和上下文知识。本文报告了一个课程规划指南，这是用来脚手架的学生教师的PCK的建设，要求他们考虑个别PCK的组成部分，并在规划过程中相互关系。本指南是针对我们机构使用的现有指南的局限性而制定的，并在学生教师的文本中找到。被称为“课程设计的基本原理”的指导方针并不试图简化规划.
Abstract Lesson 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 ...