Bridging theory and pratice

Grounded in principles of language teacher education (Harmer, 2007 ; Farrel, 2018, 2021 ; Richards, 2006, 2011, 2015 ; Ur, 2024 ; Wright, 2005), this study discusses six English teachers’ beliefs and practices on lesson planning, focusing on four aspects: the significance of lesson planning, the need for flexibility and adaptability, the influence of working conditions on lesson planning, and the role of academic training in developing planning skills. Through an initial questionnaire and semi-structured online interviews, the findings reveal that while lesson planning is crucial for structuring lessons, teachers emphasize the need for flexibility to respond to classroom dynamics. Moreover, it was found that institutional constraints often limit teachers’ autonomy in planning, restricting creativity and personalization. Additionally, the study uncovers an existing gap between academic training and the practical demands of lesson planning, with teachers acquiring much of their expertise through professional development and hands-on experiences. The study concludes by highlighting the importance of mentorship and continuous learning in developing effective planning strategies. Finally, it suggests that future research should explore ways to bridge the gap between theory and practice in teacher education, and investigate the role of technology in enhancing teachers’ planning skills

Autonomy · Faculty Development · Lesson Study · Professional development · EFL/ESL Teaching and Learning · Literacy, Media, and Education · Teacher Education and Leadership Studies