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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 Bartlett
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.

History

Journal

Teaching and teacher education

Volume

26

Issue

7

Pagination

1362 - 1371

Publisher

Elsevier

Location

Amsterdam, The Netherlands

ISSN

0742-051X

eISSN

1879-2480

Language

eng

Publication classification

C Journal article; C1.1 Refereed article in a scholarly journal

Copyright notice

2010, Crown Copyright

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