Get started
Work

Structuring lessons as an aspect of pre-service teachers’ planning competence: A scaling-up analysis

Year: 2022
Type: article
Abstract: Lesson planning is an essential part of teachers’ daily work. In this study, we focus onstructuringas an aspect of lesson planning, which generally can be defined as a clear, recognizable organization of instruction into individual phases and segments in which the teacher gradually builds up the complexity of the knowledge to be acquired and ensures a smooth flow of instruction through appropriate sequencing. In a previous study (Krepf and König in press), we conceived structuring as an aspect of lesson planning. To test the validity and reliability of this study’s findings, a scaling-up study was conducted to determine whether structuring as an aspect of planning could be modelled reliably using a different and larger sample. In this study, 310 written lesson plans created by pre-service teachers during induction (172 at T1 [first lesson plan]; 138 at T2 [last lesson plan/state examination]) from North Rhine-Westphalia (NRW) and Berlin derived from thePlanvoLL‑Dproject (König et al. 2020a, 2020b) comprised the study’s data. The lesson plans were evaluated through content analysis using deductively formed categories. Afterward, the coding was quantified and analyzed using item response theory (IRT) scaling. The results indicated that two subscales could be separated in terms of content: a “contextualization” scale and a “phasing” scale. Furthermore, three explication levels could be distinguished. Measures of lesson structure planning increased during induction significantly with practical relevance. This study contributes to the research on modelling and measuring pre-service teachers’ planning competence.
DOI: 10.1007/s11618-022-01125-9
Language: English
Subfield: Education
Open Access status: hybrid
Estimated APC paid: $2,990
OpenAlex ID: W4296193649
FWCI: 4.214
Cites: 72
Cited by: 9
Related to: 10