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From autopsy to biopsy: a metacognitive view of lesson planning and teacher trainees in ELT

Liyanage, Indika and Bartlett, Brendan John 2010, From autopsy to biopsy: a metacognitive view of lesson planning and teacher trainees in ELT, Teaching and teacher education, vol. 26, no. 7, pp. 1362-1371, doi: 10.1016/j.tate.2010.03.006.

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Title From autopsy to biopsy: a metacognitive view of lesson planning and teacher trainees in ELT
Author(s) Liyanage, IndikaORCID iD for Liyanage, Indika orcid.org/0000-0001-6459-4977
Bartlett, Brendan John
Journal name Teaching and teacher education
Volume number 26
Issue number 7
Start page 1362
End page 1371
Total pages 10
Publisher Elsevier
Place of publication Amsterdam, The Netherlands
Publication date 2010-10
ISSN 0742-051X
1879-2480
Keyword(s) lesson planning
lesson evaluation
metacognitive strategies
pre-service teacher training
teaching english as a second/foreign language (ESL/EFL)
Summary Lesson planning and implementation of those plans are complex and cognitively demanding for English Language Teacher trainees preparing for the profession. Many find it difficult to develop a lesson holistically and to maintain alignment across aims, procedural steps, and evaluation when planning and implementing a lesson. We attempted to address this problem by establishing a model of trainees' action that included their deliberate metacognitive structuring of a lesson both in planning and review phases. Data from a first exploration of student thinking elicited by the model indicate positive shifts in trainees' holistic thinking and a student-centeredness in the critical perspectives they took in both planning and review.
Language eng
DOI 10.1016/j.tate.2010.03.006
Field of Research 130313 Teacher Education and Professional Development of Educators
1303 Specialist Studies In Education
1302 Curriculum And Pedagogy
Socio Economic Objective 930101 Learner and Learning Achievement
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2010, Crown Copyright
Persistent URL http://hdl.handle.net/10536/DRO/DU:30070997

Document type: Journal Article
Collection: School of Education
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