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From autopsy to biopsy: a metacognitive view of lesson planning and teacher trainees in ELT
journal contribution
posted on 2010-10-01, 00:00 authored by Indika LiyanageIndika Liyanage, B J BartlettLesson 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.
History
Journal
Teaching and teacher educationVolume
26Issue
7Pagination
1362 - 1371Publisher
ElsevierLocation
Amsterdam, The NetherlandsPublisher DOI
ISSN
0742-051XeISSN
1879-2480Language
engPublication classification
C Journal article; C1.1 Refereed article in a scholarly journalCopyright notice
2010, Crown CopyrightUsage metrics
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