The role of the teacher as a planner and researcher. 5points each
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The capacity to plan can not be learned “from unguided classroom experience” (Darling-Hammond, Banks, Zumwalt, Gomez, et.al., 2005:176), and Initial Teacher Education (ITE) programs tend to emphasize the provision of multiple opportunities for students to observe, plan and practice diverse pedagogical approaches in diverse settings. However, planning can be regarded in technical terms, as a way to ensure effective classroom performance, but it can also be regarded as a means for professional learning and for curriculum development (Kelly, 2009), and thus both as a core competence itself and as a means for the development of other essential teaching competencies. How these two approaches are emphasized in ITE may vary and can create very different perspectives for future professional growth. ....... In this chapter, we will present research on planning in teaching and teacher education since about the 1950s with the advent of Tyler’s (1950) widely influential rational planning model involving four steps: (i) determine the school’s purposes (i.e. objectives), (ii) identify educational experiences related to purpose, (iii) Organize the experiences, (iv) evaluate the purposes. Our three guiding questions are: (i) how has planning been studied, which aspects of planning are emphasized in the literature? (ii) can we identify patterns or developments in the literature over time? and (iii) how can insights from research on teacher planning and learning to plan inform how teacher education programs design the ways they design learning opportunities that enhance pre-service teachers’ competencies for planning.