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

Version 2 2024-06-04, 04:25
Version 1 2015-03-17, 14:06
journal contribution
posted on 2024-06-04, 04:25 authored by Indika LiyanageIndika Liyanage, BJ 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

Pagination

1362-1371

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

Issue

7

Publisher

Elsevier