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

Journal article

Liyanage, Indika and Bartlett, Brendan John. (2010). From autopsy to biopsy: A metacognitive view of lesson planning and teacher trainees in ELT. Teaching and Teacher Education. 26(7), pp. 1362 - 1371. https://doi.org/10.1016/j.tate.2010.03.006
AuthorsLiyanage, Indika and Bartlett, Brendan John
Abstract

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.

Year2010
JournalTeaching and Teacher Education
Journal citation26 (7), pp. 1362 - 1371
PublisherElsevier Ltd
ISSN0742-051X
Digital Object Identifier (DOI)https://doi.org/10.1016/j.tate.2010.03.006
Scopus EID2-s2.0-77955472753
Page range1362 - 1371
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Place of publicationUnited Kingdom
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