Preservice String Teachers' Lesson-Planning Processes
An Exploratory Study
Bibliographic Data
| ID | 10200871 |
|---|---|
| Authors | Margaret Schmidt (0000-0001-5404-0719, Margaret Schmidt is an assistant professor of string music education in the School of Music, Arizona State University, PO Box 870405, Tempe, AZ 85287–0405;., corresponding author) |
| Year | 2005 |
| Volume | 53 |
| Issue | 1 |
| Pages | 6-25 |
| Publication date | 2005-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Music Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4294 • E-ISSN: 1945-0095 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/002242940505300102 |
| OpenAlex | W1972901245 |
| Language | EN |
| Citations received | 7 |
| References cited | 9 |
This yearlong qualitative study is an examination of 10 undergraduate preservice teachers' lesson planning for the classes and/or individual lessons they taught in a university string project. Data analysis revealed that these preservice teachers held differing views of lesson planning from each other and from their supervisor. Five themes emerged: (a) concerns about knowing how to begin to plan, (b) difficulty identifying what the children needed to learn, (c) the prominence of decisions made on the fly, (d) comparisons of thinking about teaching and planning with actual written plans, and (e) limited transfer of in-class experiences to teaching in the project. Suggestions for teacher educators include acknowledging the complex nonlinear relationship between planning skills, teaching experience, and professional knowledge; structuring guided experiences with a variety of lesson planning formats (e.g., written, mental, verbal); and maximizing opportunities for preservice teachers to reflect on connections between their experiences as students and as teachers. September 22, 2004 December 10, 2004
Class (philosophy · Lesson plan · Mathematics education · Pedagogy · Plan (archaeology · Supervisor · Teaching method · Variety (cybernetics · Collaborative Teaching and Inclusion · Computer Science · Education and Technology Integration · Psychology · Teacher Education and Leadership Studies
The practicum in preservice teacher education
Gay- and Straight-Sounding Auditory Cues Elicit Stereotyping About Teaching Effectiveness
Evaluating the Psychometric Qualities of a Rating Scale to Assess Pre-Service Teachers’ Lesson Plan Development in the Context of a Secondary-Level Music Performance Classroom
A Grounded Theory of Preservice Music Educators’ Lesson Planning Processes Within Field Experience Methods Courses
Perceived Concerns of Preservice Music Education Teachers
Informal and formal lesson planning in school internships
An Exploration of Reflective Dialogue between Student Teachers in Music and Their Cooperating Teachers
Pitfalls of Experience in Teacher Preparation
The Effect of Accuracy of Instruction, Teacher Delivery, and Student Attentiveness on Musicians' Evaluation of Teacher Effectiveness
Authentic-Context Learning Activities in Instrumental Music Teacher Education
Preservice Music Teachers' Conceptions of Teaching Effectiveness, Microteaching Experiences, and Teaching Performance
Factors Affecting University Music Students' Perceptions of Lesson Quality and Teaching Effectiveness
Perceptions of Beginning Teachers, Their Mentors, and Administrators Regarding Preservice Music Teacher Preparation
Prior Beliefs and Cognitive Change in Learning to Teach
Expert-Novice Differences in Perceiving and Processing Visual Classroom Information
School Teacher
| Unique citing works | 7 |
|---|---|
| Citations per year | 0,37 |
| Citation span | 2007 - 2023 (17) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 7 |