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This study was conducted with the aim of investigating the effect of lesson planning on the performance of elementary school students. The research focused specifically on class 8th students in the subject of English. The chosen research design was experimental, employing pre-test post-test control group design. This design allowed for the measurement and observation of both the groups experimental and control before and after exposure to a treatment. The population of the study included all students enrolled at Government Girls Middle School Koteri Qandeel Bagh, Azad Jammu and Kashmir. A sample of forty students was selected for the study, with twenty students assigned to each of the two groups. The data collection process involved conducting pre and post-tests in the classroom, administered before and after the intervention. Data was analyzed using independent and paired sample t-test. The findings revealed a significant and positive effect of lesson planning on the academic performance of students. These results have important implications for educators, policymakers, and curriculum developers, emphasizing the critical role of effective lesson planning in enhancing students' academic achievements at the elementary level. By implementing well-structured and engaging lesson plans, educators can optimize teaching and learning experiences, leading to improved educational outcomes. The findings highlight the importance of incorporating comprehensive lesson planning strategies in curriculum design and instructional practices. Future research should further explore the long-term effects of lesson planning on academic performance, considering diverse subjects and student populations. By embracing evidence-based practices, educators can continue to enhance teaching methods and foster academic progress among elementary school students. This research study was conducted at Government Girls Middle School Tangyat district Bagh

This study was conducted with the aim of investigating the effect of lesson planning on the performance of elementary school students. The research focused specifically on class 8th students in the subject of English. The chosen research design was experimental, employing pre-test post-test control group design. This design allowed for the measurement and observation of both the groups experimental and control before and after exposure to a treatment. The population of the study included all students enrolled at Government Girls Middle School Koteri Qandeel Bagh, Azad Jammu and Kashmir. A sample of forty students was selected for the study, with twenty students assigned to each of the two groups. The data collection process involved conducting pre and post-tests in the classroom, administered before and after the intervention. Data was analyzed using independent and paired sample t-test. The findings revealed a significant and positive effect of lesson planning on the academic performance of students. These results have important implications for educators, policymakers, and curriculum developers, emphasizing the critical role of effective lesson planning in enhancing students' academic achievements at the elementary level. By implementing well-structured and engaging lesson plans, educators can optimize teaching and learning experiences, leading to improved educational outcomes. The findings highlight the importance of incorporating comprehensive lesson planning strategies in curriculum design and instructional practices. Future research should further explore the long-term effects of lesson planning on academic performance, considering diverse subjects and student populations. By embracing evidence-based practices, educators can continue to enhance teaching methods and foster academic progress among elementary school students. This research study was conducted at Government Girls Middle School Tangyat district Bagh

This article presents a pedagogical approach to teaching Spanish as a second or additional language (L2) that aims to foster students’ ability to think critically, express their ideas and build active knowledge. Based on the essential role of the teacher as a mediator and the combination of verbal language with other visual, auditory and spatial modes of representation characteristic of today’s multimodal society, we explain in detail the fundamental concepts of the Pedagogy of multiliteracies as well as illustrate its implementation with a didactic unit oriented to a medium or high intermediate level. Likewise, we explain the notions of backward design, essential questions, the four pedagogical acts for the knowledge process and an evaluation proposal with formative and summative techniques. The last section of the article relates the Pedagogy of Multiliteracies to the Taxonomy of Bloom (1956), and highlights the interaction oriented to the meaningful exchange of information between learners on topics of authentic personal and social interest., Este artículo presenta un enfoque pedagógico para la enseñanza del español como lengua segunda o adicional (L2) que tiene como objetivo fomentar la capacidad de los estudiantes para pensar de manera crítica, expresar sus ideas y construir un conocimiento activo. Tomando como base el papel imprescindible del docente como mediador y la combinación del lenguaje verbal con otros modos de representación visuales, auditivos y espaciales característicos de la sociedad multimodal actual, detallamos los conceptos fundamentales de la Pedagogía de las multiliteracidades (Pedagogy of multiliteracies) e ilustramos su puesta en práctica con una unidad didáctica orientada a un nivel intermedio medio o alto. Asimismo, explicamos las nociones de planificación hacia atrás (backward design), preguntas esenciales (essential questions), los cuatro actos pedagógicos para el proceso del conocimiento y una propuesta de evaluación con técnicas formativas y sumativas. La última sección del artículo relaciona la Pedagogía de las multiliteracidades con la Taxonomía de Bloom (1956), y destaca la interacción orientada al intercambio significativo de información entre los aprendientes sobre temas de auténtico interés personal y social., Cet article a pour but de présenter une approche pédagogique de l'enseignement de l'espagnol comme langue vivante 2 (LV2) ou étrangère, fondée sur l’encouragement de la réflexion critique, la production d’idées, et l’élaboration de connaissances actives de la part des étudiants. Partant du rôle essentiel de l'enseignant en tant que médiateur ainsi que de la conjonction du langage verbal avec d'autres modes de représentation visuels, auditifs et spatiaux caractéristiques de la société multimodale contemporaine, nous détaillons, dans un premier temps, les concepts fondamentaux de la pédagogie des littératies multiples; deuxièmement, nous illustrons sa mise en œuvre par le biais d’une fiche didactique adressée à un niveau d’apprentissage intermédiaire ou supérieur; troisièmement, nous examinons les notions de "rétro-planification" (backward design) et de "questions essentielles", suivies de l’analyse des quatre actes pédagogiques inhérents au processus de connaissance et d’une proposition d'évaluation composée de techniques formatives et sommatives. La dernière partie de notre article relie la pédagogie des littératies multiples à la taxonomie de Bloom (1956), tout en mettant l’accent sur la nécessité d’une interaction orientée vers l'échange significatif d'informations entre apprenants, au sujet de thèmes d’un véritable intérêt personnel et social.

Referencias bibliográficas: • Banegas, D. L., & del Pozo Beamud, M. (2020). Content and Language Integrated Learning: A Duoethnographic Study about CLIL Pre-Service Teacher Education in Argentina and Spain. RELC Journal. https://doi. org/10.1177/0033688220930442 • Beacco, J. C., Byram, M., Cavalli, M., Coste, D., Cuenat, M. E., Goullier, F., & Panthier, J. (2016). Guide for the development and implementation of curricula for plurilingual and intercultural education. Council of Europe. • Beacco, J.C., Fleming, M., Goullier, F. Thürmann, E., & Vollmer, H. (2015). The Language Dimension in all Subjects. A Handbook for Curriculum Development and Teacher Training. Council of Europe. www.coe. int/t/dg4/linguistic/Source/Handbook-Scol_final_EN.pdf • Bertaux, P., Coonan, C. M., Frigols, M. J., & Mehisto, P. (2010). The CLIL Teacher’s Competence Grid. http://lendtrento.eu/convegno/files/ mehisto.pdf • Bolarín Martínez, M. J., Porto Currás, M., & Lova Mellado, M. (2019). Implementarion of bilingual programs in primary education: teaching and evaluation strategies. Elia: Estudios de Lingüística Inglesa Aplicada, 1 Monográfico, 207-234. • Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. Second Edition. LEA. • Comunidad de Madrid (2020). Madrid comunidad bilingüe 2020-2021. Consejería de Educación, Universidades, Ciencia y Portavocía. • Cortina-Pérez, B., & Pino Rodríguez, A. M. (2021). Analysing CLIL teacher competences in pre-service preschool education. A case study at the University of Granada. European Journal of Teacher Education, 1-19. https://doi.org/10.1080/02619768.2021.1890021 • Comisión Europea (1995). Libro Blanco sobre la educación y la formación: “Enseñar y aprender. Hacia la sociedad cognitiva”. https://eur-lex. europa.eu/LexUriServ/LexUriServ.do?uri=COM:1995:0590:FIN:ES:PDF • Consejo de Europa. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge University Press. • Consejo de Europa. (2, El aprendizaje integrado de contenido y lengua (AICLE), introducido por la Unión Europea para el fomento de la enseñanza de lenguas extranjeras y segundas lenguas, exige una adecuada formación de los futuros maestros AICLE. Este estudio pretest-posttest analiza la competencia para programar lecciones de AICLE de una muestra de estudiantes de educación infantil y primaria antes (N=56) y después (N=50) de cursar una asignatura de AICLE que forma parte de sus estudios de grado. El objetivo es analizar la eficacia del curso mediante el estudio de las diferencias entre ambos grupos con el CIPMA (Cuestionario de Integración de los Principios Metodológicos AICLE), cuestionario ya validado que mide específicamente la competencia para programar lecciones AICLE de los docentes. Estos resultados cuantitativos se completaron con un análisis de las programaciones de AICLE que ambos grupos diseñaron como parte del curso. De los análisis cuantitativos realizados se desprende que tanto el grupo de infantil como el de primaria adquieren la competencia para programar AICLE y que, a pesar de algunas diferencias encontradas en algunas de las áreas de sus programaciones, el curso AICLE les dota de las estrategias para adaptar los principios metodológicos del enfoque a la idiosincrasia de sus respectivas etapas educativas. Pese a las limitaciones del estudio, se concluye que la integración de la formación metodológica en AICLE, junto con la lingüística, en los grados de educación, tanto de infantil como de primaria, es eficaz y necesaria para la adquisición de los conocimientos básicos para programar lecciones bajo este enfoque., Content and language integrated learning (CLIL) approach, introduced by the European Union to promote the teaching of foreign languages and second languages, requires adequate training of future CLIL teachers. This pretest-posttest study analyses the competence to plan CLIL lessons of a sample of students in pre-primary and primary education degrees before (N=56) and after (N=50) taking a CLIL course that is part of their studies. The objective is to analyze the effectiveness of the course by studying the differences between both groups with the CIPMA (Cuestionario de Integración de los Principios Metodológicos AICLE), a questionnaire, already validated, that specifically measures teachers’ competence to plan CLIL lessons. These quantitative results were completed with an analysis of the CLIL lesson plannings that both groups designed as part of the course. From the quantitative analysis carried out, it can be deduced that both groups of students acquire the competence to plan their CLIL lessons and that, despite some differences found in some of the areas of their lesson plannings, the CLIL course provides them with the strategies to adapt the methodological principles of the approach to the idiosyncrasies of their respective educational stages. Despite the limitations of the study, it is concluded that the integration of methodological training in CLIL, together with linguistic training, in both pre-primary and primary education degrees, is effective and necessary for the acquisition of the basic knowledge to plan lessons under this approach., Depto. de Investigación y Psicología en Educación, Fac. de Educación, TRUE, pub

Die Planung von Unterricht ist eine der Kernaufgaben von Lehrpersonen und wird als eine Voraussetzung für ein erfolgreiches unterrichtliches Geschehen angesehen, indem in der Unterrichtsplanung präaktiv Entscheidungen zum Ablauf des Unterrichts getroffen werden (König, 2019; Scholl, 2011; Werner, Wernke & Zierer, 2017). Trotz dieser großen Relevanz der Unterrichtsplanung für den beruflichen Alltag von Lehrpersonen ist die Unterrichtsplanung von Lehrpersonen nur selten empirisch untersucht worden und insgesamt lässt sich der Forschungsstand aufgrund der unterschiedlichen methodischen Ansätze und Fragestellungen als vielfältig beschreiben. Im Rahmen dieser Dissertation wurde der Fragestellung nachgegangen: Welche Unterschiede lassen sich beim Vergleich von erfahrenen und angehenden Lehrpersonen (Studierende im Praktikum) in der Unterrichtsplanungskompetenz finden? Dieser Fragestellung wurde mit verschiedenen, bereits im Forschungsstand eingesetzten Erhebungsinstrumenten (Fragebögen, Vignetten und Lautes Denken) nachgegangen. Dabei konnten anhand der Vignetten keine statistisch signifikanten Unterschiede in der Planungskompetenz der erfahrenen und angehenden Lehrpersonen gefunden werden. Die Einschätzung der eigenen Planungskompetenz anhand des Fragebogens zeigte jedoch durchaus Unterschiede zwischen den beiden Gruppen. Anhand des induktiven Auswertungsverfahrens der Methode des Lauten Denkens zeigten sich auf der Ebene der Hauptkategorien nur vereinzelte Unterschiede. Aber auch hier lassen sich auf der Ebene von Unterkategorien Unterschiede in der Unterrichtsplanungskompetenz der erfahrenen und angehenden Lehrpersonen finden. In der vorliegenden Arbeit werden diese Unterschiede in den eingesetzten Erhebungsinstrumenten, zwischen den beiden Lehrpersonengruppen und den daraus zu schlussfolgernden Konsequenzen für die Lehrer*innenbildung diskutiert., Lesson planning is one of the core tasks of teachers and is seen as a precondition for successful teaching. During the lesson planning pre-active decisions are made on the course of the lesson (König, 2019; Scholl, 2011; Werner, Wernke & Zierer, 2017 ). Despite this great relevance of lesson planning for the everyday work of teachers, lesson planning has only rarely been empirically examined. Overall the state of research can be described as diverse due to the different methodological approaches and research questions. In the context of this dissertation, the question was pursued: What differences can be found when comparing experienced and novice teachers (internship students) in lesson planning competence? This question was pursued with various survey instruments (questionnaires, vignettes and thinking aloud) that were already used in the current state of research. In the vignettes no statistically significant differences in the planning competence could be found between the experienced and prospective teachers. The self-assessment of the planning competence in the questionnaire showed though differences between the two groups. Based on the inductive evaluation procedure of the method of thinking aloud, there were only a few differences at the level of the main categories. But at subcategory level differences can be found between the experienced and prospective teachers in the lesson planning competence. In the present work, these differences in the used survey instruments, between the two groups of teachers and the inferential implications for teacher training are discussed.

The aim of this thesis is to investigate the major differences between the Butler College of Education preparation program and the expectations of the Educative Teacher Performance Assessment or edTPA. Both Butler's College of Education and the edTPA focus on the incorporation of theories and research into conveying instructional methods, yet despite these fundamental similarities, there are some differences in how the content is taught and documented. Specifically, the goal of this study is to investigate pre-service teachers’ perceptions of similarities and differences between the edTPA and expectations of a teacher education program.

In the United States, an increasing number of aspiring commercial airline pilots are teaching as Certificated Flight Instructors, presumably to reach the minimum required flight hours and move into airline flight operations. High-quality training is the foundation of a high-quality globalized aviation workforce, yet there has been a persistent lack of systemic in-depth guidance surrounding how instructors are taught how to teach aviation subject matter, justifying the need for incorporating the use of evidence-based and promising practices from education fields into flight instruction. In this conceptual article, we outline the integral components and the research basis of the universal design for learning (UDL) framework. We then provide three adapted UDL tools and recommendations for utilizing UDL during ground and flight instruction. The broader impact of teaching flight instructors how to use the UDL framework includes the potential to improve retention rates, reduce flight training hours, and lead to strong knowledge and skills for both instructors and students.

This thesis focuses on developing sociolinguistic competence in upper secondary learners in the EFL classroom. The theoretical part deals with the definition of sociolinguistic competence, its individual components, as well as the specifics of teaching upper secondary learners. The practical part aims to explore methods for developing sociolinguistic competence by introducing two sets of activities for the EFL classroom - one set focused on register, and the other on dialect, accent and cultural notions of politeness. These activities are designed based on the knowledge from the theoretical part., Tato bakalářská práce se zaměřuje na rozvoj sociolingvistické kompetence v anglickém jazyce u žáků střední školy. Teoretická část obsahuje definici sociolingvistické kompetence, její jednotlivé komponenty, a také specifika výuky žáků této věkové skupiny. Cílem praktické části je představit dva soubory aktivit zaměřené na rozvoj sociolingvistické kompetence ve výuce anglického jazyka - první set je zaměřený na psaní formálního textu, a druhý na dialekt, akcent a různé pojetí zdvořilostních norem v odlišných kulturách. Tyto aktivity byly navrženy s použitím vědomostí představených v teoretické části., Fakulta filozofická, Studentka krátce představila svou práci a adekvátně reagovala na komentáře a dotazy vznesené v posudcích. Komise se shodla na hodnocení A., Dokončená práce s úspěšnou obhajobou

Primary school science teachers provide vague descriptions of students’ engagement in classroom communication. Furthermore, there may be a discrepancy between what science teachers consider important to teach and what is actually taught. The transformation of intentions into teaching often involves lesson plans which require considerable time and effort to construct. Interestingly, expert teachers tend to rely on, for example, teaching strategies, rather than elaborate plans to realize intentions. This case study contributes knowledge about the congruence between intentions, plans and teaching. A grade 6 teacher was followed during her transformation of the science syllabus into teaching, and data were gathered from interviews, documents, and observations. Content analysis and inductive thematic analysis enabled a comparison between intentions and teaching. Results suggest that the comprehensive lesson plan constituted an obstacle, rather than a tool for realizing the main intention of students practicing reasoning in science classes. The discrepancy did not stem from the teacher’s rejection of the curriculum, but rather from a lack of appropriate teaching strategies to allow for greater flexibility as she struggled to cover the curricular content. The results have the potential to be useful for engaging pre-service and in-service teachers in developing flexible teaching strategies and time efficient planning approaches in upper primary science.

Primary school science teachers provide vague descriptions of students’ engagement in classroom communication. Furthermore, there may be a discrepancy between what science teachers consider important to teach and what is actually taught. The transformation of intentions into teaching often involves lesson plans which require considerable time and effort to construct. Interestingly, expert teachers tend to rely on, for example, teaching strategies, rather than elaborate plans to realize intentions. This case study contributes knowledge about the congruence between intentions, plans and teaching. A grade 6 teacher was followed during her transformation of the science syllabus into teaching, and data were gathered from interviews, documents, and observations. Content analysis and inductive thematic analysis enabled a comparison between intentions and teaching. Results suggest that the comprehensive lesson plan constituted an obstacle, rather than a tool for realizing the main intention of students practicing reasoning in science classes. The discrepancy did not stem from the teacher’s rejection of the curriculum, but rather from a lack of appropriate teaching strategies to allow for greater flexibility as she struggled to cover the curricular content. The results have the potential to be useful for engaging pre-service and in-service teachers in developing flexible teaching strategies and time efficient planning approaches in upper primary science.

Primary school science teachers provide vague descriptions of students’ engagement in classroom communication. Furthermore, there may be a discrepancy between what science teachers consider important to teach and what is actually taught. The transformation of intentions into teaching often involves lesson plans which require considerable time and effort to construct. Interestingly, expert teachers tend to rely on, for example, teaching strategies, rather than elaborate plans to realize intentions. This case study contributes knowledge about the congruence between intentions, plans and teaching. A grade 6 teacher was followed during her transformation of the science syllabus into teaching, and data were gathered from interviews, documents, and observations. Content analysis and inductive thematic analysis enabled a comparison between intentions and teaching. Results suggest that the comprehensive lesson plan constituted an obstacle, rather than a tool for realizing the main intention of students practicing reasoning in science classes. The discrepancy did not stem from the teacher’s rejection of the curriculum, but rather from a lack of appropriate teaching strategies to allow for greater flexibility as she struggled to cover the curricular content. The results have the potential to be useful for engaging pre-service and in-service teachers in developing flexible teaching strategies and time efficient planning approaches in upper primary science.

Lesson planning is an important aspect within the professional knowledge of the mathematics teacher. It includes standards, activities, questions, etc. that will be implemented in the classroom. For this reason, it is assumed as a relevant scenario to study the teacher’s knowledge with the intention of teaching mathematical content. Objective . Characterize the Pedagogical Content Knowledge of a mathematics teacher when designing a lesson planning to teach symmetries. Materials and methods . This research has a qualitative approach with an instrumental case study design. The information was collected through class planning and a semi-structured interview with a mathematics teacher with a postgraduate degree in mathematics education and classroom experience. Results. The pedagogical knowledge of the teacher on mathematics learning theories, strategies, and resources to teach symmetries and sequencing of topics in relation to those after the mathematical content was characterized. Conclusions. The pertinence and relevance of class planning is validated as a scenario to characterize the pedagogical knowledge of the mathematics teacher and the importance of such knowledge in the teaching profession, Introducción. La planeación de clases es un aspecto importante en el ejercicio profesional del docente de matemáticas. En ella se incluyen estándares, actividades, preguntas, etc. que se van a implementar en el aula. Por tal motivo, la planeación se asume como una oportunidad relevante para estudiar el conocimiento del profesor en la intención de enseñar un contenido matemático Objetivo. Caracterizar el conocimiento didáctico del contenido de una profesora de matemáticas al diseñar una planeación de clase para enseñar las simetrías. Materiales y métodos. Esta investigación es de enfoque cualitativo con un diseño de estudio de caso instrumental. La recolección de la información se hizo mediante una planeación de clase y una entrevista semiestructurada a una profesora de matemáticas con posgrado en educación matemática y experienciaen el aula. Resultados. Se caracterizó el conocimiento didáctico de la profesora sobre teorías de aprendizaje de la matemática, estrategias y recursos para enseñar las simetrías y secuenciación de los temas en relación con los posteriores al contenido matemático. Conclusiones. Se valida la pertinencia y relevancia de la planeación de clase como una atmósfera adecuada para caracterizar el conocimiento didáctico del profesor de matemáticas y la importancia de tal conocimiento en la profesión docente.

Purpose The conducted examination of programming affordances and constraints had the purpose of adding knowledge and value that facilitate the on-going national curricula revision; knowledge that also could be of general interest outside the Swedish K-12 context. Design/methodology/approach With a qualitative approach, the study was conducted as a document analysis where submitted lesson plans were the base for a directed content analysis. Findings This study presents findings on how the involvement of programming in mathematics and technology have potential to foster engagement and motivation among students. Findings also indicate that the implementation of programming can develop important general skills that go beyond the boundaries of mathematics and technology. Moreover, the identified constraints could be valuable to improve the on-going curriculum development for K-12 mathematics and technology. Research limitations/implications This qualitative study was conducted on a relatively small number of teachers where the majority has taken the courses on a voluntary basis. An important complement would be to conduct a larger quantitative study with data from a more general sample of K-12 teachers. Practical implications Results and discussions provide guidance for K-12 teachers and other stakeholders who want to introduce programming as a complementary tool in teaching and learning activities. Social implications The study has a contribution to the on-going implementation of the Swedish national curricula for K-12 mathematics and technology. Originality/value During the last years, many studies have been published on teacher training in programming, and how the training can be improved. This study goes beyond the actual teacher training and examine aspects teachers translate to theirs daily work after completing the training.

Purpose The conducted examination of programming affordances and constraints had the purpose of adding knowledge and value that facilitate the on-going national curricula revision; knowledge that also could be of general interest outside the Swedish K-12 context. Design/methodology/approach With a qualitative approach, the study was conducted as a document analysis where submitted lesson plans were the base for a directed content analysis. Findings This study presents findings on how the involvement of programming in mathematics and technology have potential to foster engagement and motivation among students. Findings also indicate that the implementation of programming can develop important general skills that go beyond the boundaries of mathematics and technology. Moreover, the identified constraints could be valuable to improve the on-going curriculum development for K-12 mathematics and technology. Research limitations/implications This qualitative study was conducted on a relatively small number of teachers where the majority has taken the courses on a voluntary basis. An important complement would be to conduct a larger quantitative study with data from a more general sample of K-12 teachers. Practical implications Results and discussions provide guidance for K-12 teachers and other stakeholders who want to introduce programming as a complementary tool in teaching and learning activities. Social implications The study has a contribution to the on-going implementation of the Swedish national curricula for K-12 mathematics and technology. Originality/value During the last years, many studies have been published on teacher training in programming, and how the training can be improved. This study goes beyond the actual teacher training and examine aspects teachers translate to theirs daily work after completing the training.

The Misinformation Toolkit, built collaboratively by a team of librarians and library student staff, gives anyone interested in designing a lesson on misinformation the tools to do so. The core principles of the toolkit are that misinformation is a systemic issue and the best way to combat it is through a collaborative learning environment that gives participants many opportunities to reflect, share, and explore together. This session will present some background on the creation of the toolkit and then demonstrate using the toolkit. After this presentation we hope that participants will feel empowered to use the toolkit to build their own lesson on misinformation!

The Misinformation Toolkit, built collaboratively by a team of librarians and library student staff, gives anyone interested in designing a lesson on misinformation the tools to do so. The core principles of the toolkit are that misinformation is a systemic issue and the best way to combat it is through a collaborative learning environment that gives participants many opportunities to reflect, share, and explore together. This session will present some background on the creation of the toolkit and then demonstrate using the toolkit. After this presentation we hope that participants will feel empowered to use the toolkit to build their own lesson on misinformation!

We sought to analyse the effects of a practical teacher-training program on teachers’ abilities in planning STEAM activities. For that, a case study is presented in a mixed-method research approach. 14 Brazilian teachers took part in a course wherein they received mentoring, instruments, and feedback to develop STEAM plans. In this research, data were collected from two surveys, from previously validated open-ended questions, and from the STEAM plans as final products. Quantitative data was analysed through nonparametric statistical tests, and qualitative data underwent content analysis according to the Ground Theory commandments. As result, teachers reported a positive view of the STEAM impact and a high predisposition towards it. Although they considered merging STEAM areas challenging, especially Engineering and Technology, the training helped them surpass it. All plans had at least two areas, and half of them had all five STEAM areas. Around 70% of the teachers used an active learning teaching method which was new to them. There was a significant augment in teachers' self-efficacy in planning STEAM activities., We sought to analyse the effects of a practical teacher-training program on teachers’ abilities in planning STEAM activities. For that, a case study is presented in a mixed-method research approach. 14 Brazilian teachers took part in a course wherein they received mentoring, instruments, and feedback to develop STEAM plans. In this research, data were collected from two surveys, from previously validated open-ended questions, and from the STEAM plans as final products. Quantitative data was analysed through nonparametric statistical tests, and qualitative data underwent content analysis according to the Ground Theory commandments. As a result, teachers reported a positive view of the STEAM impact and a high predisposition towards it. Although they considered merging STEAM areas challenging, especially Engineering and Technology, the training helped them surpass it. All plans had at least two areas, and half of them had all five STEAM areas. Around 70% of the teachers used an active learning teaching method which was new to them. There was a significant augment in teachers' self-efficacy in planning STEAM activities., Buscamos analizar los efectos de un programa práctico de formación docente sobre el desarrollo de las habilidades del profesorado en la planificación de actividades STEAM. Para ello, se presenta un estudio de caso con un enfoque de investigación de método mixto. 14 profesores brasileños participaron de un curso en el cual recibieron mentoría, instrumentos y retroalimentación para desarrollar planes STEAM. En esta investigación se recolectaron datos de dos encuestas, de preguntas abiertas previamente validadas, y de los planes STEAM como productos finales. Los datos cuantitativos fueron analizados a través de pruebas estadísticas no paramétricas, y los datos cualitativos fueron sometidos a análisis de contenido de acuerdo con las indicaciones de la Teoría Fundamentada. Como resultado, los docentes informaron una visión positiva del impacto STEAM y una alta predisposición hacia ello. Si bien consideraron desafiante fusionar áreas STEAM, especialmente Ingeniería y Tecnología, la capacitación les ayudó a enfrentar esta dificultad. Todos los planes tenían al menos dos áreas, y la mitad de ellos tenían las cinco áreas STEAM. Alrededor del 70% de los profesores utilizaban un método de enseñanza de aprendizaje activo que era nuevo para ellos. Hubo un aumento significativo en la autoeficacia de los docentes en la planificación de actividades STEAM.

The introduction of programming in K-12 education is an ongoing process in many countries. In the Swedish context computer programming should be introduced as a new educational tool in K-12 mathematics. Several studies have reported on a successful teacher training, less studies can be found about the second step of the rocket: implementing programming in the daily teaching activities. Computer programming is a powerful tool, but probably not for all topics in K-12 mathematics. The research question for this study was: "What are the teacher ideas for mathematical topics where programming can be a value adding part of the lesson planning?". Data has been collected from lesson plans submitted to an assignment in two instances of a course on computer programming for K-12 teachers. The submitted answers have been inductively analysed, where found patterns and sub-themes were grouped into themes with a probability to answer the research question. The used method was the six-step process for thematical analyses that has been outlined by (Braun & Clarke, 2006). Findings indicate that programming has a potential to be a reinforcing component in several mathematical topics. Some examples where programming can add value in more specific topics are numeric analysis, geometry, number series and statistics, but there were also lesson plans for using programming in more general problem solving in arithmetic and algebra. Furthermore, there were several creative lesson plans for how to use programming graphics to visualise different mathematical concepts. Finally, to secure a successful flight for the described two-step, the recommendation is to provide more programming courses for K-12 teachers.

The introduction of programming in K-12 education is an ongoing process in many countries. In the Swedish context computer programming should be introduced as a new educational tool in K-12 mathematics. Several studies have reported on a successful teacher training, less studies can be found about the second step of the rocket: implementing programming in the daily teaching activities. Computer programming is a powerful tool, but probably not for all topics in K-12 mathematics. The research question for this study was: "What are the teacher ideas for mathematical topics where programming can be a value adding part of the lesson planning?". Data has been collected from lesson plans submitted to an assignment in two instances of a course on computer programming for K-12 teachers. The submitted answers have been inductively analysed, where found patterns and sub-themes were grouped into themes with a probability to answer the research question. The used method was the six-step process for thematical analyses that has been outlined by (Braun & Clarke, 2006). Findings indicate that programming has a potential to be a reinforcing component in several mathematical topics. Some examples where programming can add value in more specific topics are numeric analysis, geometry, number series and statistics, but there were also lesson plans for using programming in more general problem solving in arithmetic and algebra. Furthermore, there were several creative lesson plans for how to use programming graphics to visualise different mathematical concepts. Finally, to secure a successful flight for the described two-step, the recommendation is to provide more programming courses for K-12 teachers.

Purpose The purpose of this paper is to develop representations for teacher coaching sessions that are (1) useful for communicating the session to other coaches or researchers and (2) capture the roles of the coach as convener of dialogue for teacher development as well as facilitator of design for learning. Design/methodology/approach Two coaching sessions with preservice science teachers are analysed using two forms of discourse analysis: (1) the T-SEDA coding scheme (Vrikki et al., 2019) to analyse the dialogic interaction; and (2) a novel coding scheme to show the development of the design for learning over time. A synthetic representation is developed that combines and communicates the results of both analyses. Findings Results show a novel way of representing coaching sessions with teachers during design for learning. Theoretical claims about the utility of this representation are made with reference to the literature. Practical implications The representations and methods for developing them are useful to researchers in analysing coaching sessions. They have application for helping coaches to communicate their practice with one another. They are a step towards understanding the scalability and transferability of coaching programmes for school improvement. Originality/value The paper highlights shortcomings of existing representations for teacher coaching sessions and produces a novel representation that has value for researchers.

This article discusses the multifaceted concept of inclusion referring to a study (Kotte, 2017). It aims to contribute with deeper knowledge of teachers’ perceptions of inclusive education regarding students’ diverse learning prerequisites. The methodology is a combination of a quantitative and qualitative data analysis related to teachers participating in a Swedish national research and school improvement program. The analysis is performed through Biesta’s dimensions of the aim of education, Uljens’ model for analyzing didactic action; Hedegaard-Sørensen’s situated professionalism and Tomlinson’s differentiation of teaching. Some main results show that teachers have a positive attitude to inclusion but they also understand it as a difficult task to carry through during lessons. They experience a dilemma between single students’ needs and the interests of the class as a whole. Further results indicate that collegial collaboration is regarded as a valuable aspect for the inclusive didactic lesson planning and lesson work to be successful., Este artigo analisa o conceito multifacetado de inclusão, conforme estudos de Kotte (2017). O trabalho pretende aprofundar o conhecimento sobre percepções dos professores sobre educação inclusiva a respeito dos diferentes pré-requisitos de aprendizagem dos estudantes. A metodologia aplicada foi uma combinação de métodos quantitativos e qualitativos usados em dados levantados sobre o trabalho de professores que participam num programa nacional de pesquisa sueco sobre melhoria nas escolas. O estudo emprega os conceitos de Biesta sobre as dimensões do objetivo da educação, o modelo de Uljens para análise da ação didática, o profissionalismo conforme Hedegaard-Sørensen e a diferenciação de ensino de Tomlinson. Concluiu-se que os professores têm uma atitude positiva a respeito da inclusão, mas também a consideram difícil de ser implementada durantes as aulas. Eles vivenciam um dilema entre necessidades estudantis individuais e o interesse da turma como unidade. Resultados adicionais indicam que a colaboração colegial é considerada um aspeto de valor para o sucesso no planeamento e trabalho na aula inclusiva., Este artículo analiza el concepto multifacético de inclusión refiriéndose a un estudio (Kotte, 2017) cuyo objetivo es contribuir con conocimiento más profundo sobre las percepciones de los educadores sobre educación inclusiva respecto los diversos prerrequisitos de aprendizaje estudiantil. La metodología es una combinación de análisis de datos cuantitativos y cualitativos relacionados con los educadores que asisten a un programa nacional sueco. El análisis utiliza los conceptos de Biesta sobre las dimensiones del objetivo de la educación, el modelo de Uljens con la acción didáctica, el profesionalismo según Hedegaard-Sørensen y de la diferenciación de Tomlinson. Algunos resultados principales muestran que los educadores tienen una actitud positiva, pero entienden como un área difícil durante las lecciones. Experimentan un dilema entre las necesidades individuales de los estudiantes y el interés de la clase. Otros resultados indican que la colaboración colegial es un aspecto importante para la planificación didáctica y el éxito de lecciones inclusivas.

This thesis deals with the development of sociolinguistic competence within pre-school children in the English language. The theoretical section first defines the characteristics of the pre-school child, the characteristics of the teacher, the principles and teaching techniques for the pre-school pupils, but also sociolinguistic competence and its development. The first part of this Bachelor thesis serves as a basis for the elaboration of the practical part, where are gradually presented six lesson plans, which helps to develop precisely sociolinguistic competence in pre-school children in the English language., Tato bakalářská práce se zabývá rozvojem sociolingvistické kompetence u dětí předškolního věku v Anglickém jazyce. Teoretická část nejprve definuje charakteristiku předškolního dítěte, charakteristiku učitele, principy a techniky pro učení předškolních žáků, ale také sociolingvistickou kompetenci a její rozvoj. První část této bakalářské práce slouží jako opora pro vypracování části praktické, kde se postupně nachází představení celkem šesti vytvořených plánů hodin, které slouží k rozvoji právě sociolingvistické kompetence u dětí předškolního věku v Anglickém jazyce., Fakulta filozofická, Studentka krátce představila svou práci a adekvátně reagovala na všechny podněty a otázky vznesené komisí a obsažené v posudcích práce. Komise se shodla na hodnocení C., Dokončená práce s úspěšnou obhajobou

Il contributo riflette sul concetto di design nella prospettiva del design for learning. Vengono messi a fuoco i processi che conducono, a livello macro, alla stesura del syllabus e, a livello micro, alla costruzione del lesson plan. A questo riguardo viene introdotto e commentato il Conversational Framework del College of Education dell'Università di Londra.

Denna studie utgår från hypotesen att det finns mer läromedel av kvalitet som utgår från Lgr11, samt vilar på vetenskaplig grund och beprövad erfarenhet i svenskämnet än i musikämnet. Detta bekräftas under studiens gång. Bristen av läromedel gör att lärare ägnar mycket tid åt att skapa sitt eget material i musikämnet. Denna studie undersöker lärares tankar kring hur tillgången till läromedel i svenskämnet och musikämnet påverkar deras planeringsarbete. Studien vill även undersöka lärares tankar kring att de skapar sitt material själv och hur de kvalitetsgranskar det. Studien genomfördes med kvalitativa semistrukturerade intervjuer. Datan analyserades med tematisk analys. Studiens resultat visar att lärare ser stora fördelar med läromedel. De ser både fördelar och nackdelar med att skapa sitt eget material. Lärarna vill ha läromedel eller en bank av material att utgå från som de sedan utvecklar när behovet finns. Möjligheterna för kollegialt lärande bland musiklärare är mindre än bland andra ämneslärare. Kollegialt lärande främjar kvaliteten på lärares arbete. De slutsatser som dras är att det finns ett behov av läromedel i musikämnet som är av kvalitet, samt att det bör skapas fler möjligheter för kollegialt lärande. Därmed kan kvaliteten på lärarnas arbete höjas., This study starts with the hypothesis that there are more teaching aids that are designed in accord with Sweden’s latest curriculum Lgr11, based on science and proven experience in the subject Swedish than in music. This confirms later in the study. The lack of teaching aids means that teachers spend a lot of time on making teaching aids for the subject music. This study examines teachers’ thoughts about how their lesson planning is influenced by the amount of teaching aids in Swedish and music. The study also wants to examine how teachers think about the fact that they create their teaching aids themselves and how they review their quality. The study was done with qualitative semi-structured interviews. The data was analyzed with thematic analysis. The results of the study show that teachers see great advantages with teaching aids. They see both advantages and disadvantages with making their own teaching aids. The teachers want teaching aids or a “bank” of materials that they can use and evolve when needed. The possibilities for collegial learning are less for music teachers than for other teachers. Collegial learning furthers the quality on teachers' work. The conclusions are that there is a need for quality teaching aids in the subject of music, and that there is a need to create more opportunities for collegial learning for music teachers. In the sense, the quality of teacher’s work can increase.

Quando si lavora nel distance learning, sia che si operi in contesto scolastico, universitario o aziendale, l’azione di progettazione nelle sue dimensioni macro e micro deve essere accuratamente presidiata. Si tratta infatti di un aspetto cruciale dell’agire didattico che, se da una parte esprime in maniera incisiva l’intenzionalità di coloro che hanno la responsabilità dei processi di insegnamento-apprendimento (progettisti didattici, docenti, e-tutor), dall’altra può impattare sensibilmente sia sugli esiti della formazione, sia sulla qualità percepita dell’esperienza formativa. L’azione di macroprogettazione di un corso – che nel caso di corsi fully digital o blended potrebbe essere svolta con l’accompagnamento di un team di esperti – ha come output il syllabus; messo a punto l’impianto del corso reificato nel syllabus, occorre scendere nel dettaglio, declinando quanto suggerito nell’ultima fase: l’azione esplicita di microprogettazione si concretizza infatti nel lesson planning, ovvero della descrizione dettagliata della “traiettoria di apprendimento” di porzioni circoscritte del percorso tratteggiato nel syllabus, le lezioni. Definito il lesson plan nella sue parti costitutive e presentato un possibile format, il contributo illustra possibili scenari di lesson planning facendo esplicito riferimento ai cicli dell'apprendimento previsti dal Conversational Framework di Diana Laurillard.

Task selection is a critical element of mathematics teaching because mathematical tasks differ in the mathematical opportunities made available to students. Thus, it is important to examine both the tasks that PSTs chose and why they were chosen. This study examines the task selection of 10 pre-service teachers (PSTs) in a middle grades mathematics methods course. Each week, PSTs prepared and delivered 90-minute lessons for their assigned small group of middle grades students in an after-school enrichment program a local middle school. PSTs were free to choose the content of their lesson plans. I use Remillard’s (2005) framework of the teacher-curriculum relationship paired with a documental approach to didactics to infer PSTs’ instructional aims and their personal and pedagogical resources leveraged during task selection and lesson planning. PSTs’ lesson plans, lesson reflections, and semi-structured interviews were analyzed to identify the intellectual resources, perspectives, and epistemologies employed by PSTs when preparing their lessons. Three broad instructional aims shared by PSTs are identified. For each of the three themes, I describe the shared aim and demonstrate how it combines with other personal resources to form a scheme of utilization which informs PSTs’ participation with instructional resources. First, the enrichment sessions should be fun. PSTs differed in how they conceptualized fun, attending to either the structure or the mathematics of the tasks. Second, PSTs aimed to avoid surprises during their lessons by anticipating student responses. Finally, PSTs aimed to select or create tasks that “fit” their students. PSTs assessed task fit by the absence of unproductive struggle and whether students completed the task. This study identifies several productive beliefs and dispositions held by PSTs when selecting tasks in an early field experience. These beliefs and dispositions can be leveraged by teacher educators to support the development of ambit

It is often argued that a well-ordered in-service training program would augment the teachers’ capability to effectively achieve  classroom activities and practices, and back the educational organization to realize its objectives and ultimately develop teaching (Mahmood, 2016). Moreover, contemporary research studies maintained that Iraqi EFL teachers have need of sustenance and aide in terms of ordering active lesson plans (Al-Tufaili, 2016; Hindi, 2012). Building an effective lesson plan is one of the essential requirements for teachers in their careers in schools. Therefore, it becomes so necessary that a training program must include items related to the content of lesson planning. This paper intends to gather Iraqi EFL teachers' opinions and views concerning items classified under lesson planning, i.e. which ones are more appealed by them, which ones they disprefer. A sample of eighty Iraqi EFL teachers teaching in secondary schools from Kirkuk Governorate have been selected to answer a questionnaire containing 15 items of lesson planning. Utilizing Likert's scale, the participants reveal that operational planning for EFL classes can motivate teachers to pay attention to specific learning and teaching goals and purposes, as a lesson plan often yields a framework for teaching EFL that enables teachers to allocate exact time for teaching activities in the class. The questionnaire also shows that planning the accurate lesson and organizing it into professional steps is an interesting matter for teachers.

This qualitative study analyzed the professional dialogue among 67 English teachers at seven elementary schools in New Taipei City in Taiwan. Based on the analysis of the documentation, observation, and interviews, the study has two major findings. First, the knowledge and skills covered in the professional dialogues of English teachers concerned planning, implementing, and managing instruction. Second, English teachers regarded their professional dialogues as effective and goal-oriented. In order to make professional dialogues into job-embedded professional development for English teachers, they must be goal-oriented and carried out in an environment of care and trust. Moreover, professional dialogue can take the form of curriculum development and lesson planning in order to help English teachers construct their professional knowledge and competence through social interaction.

This paper reports the findings of a narrative study on language student teachers’ epistemological re-configurations through lesson planning in a private university in Bogota, Colombia. The study aimed at exploring the possible forms of professional yet personal–local knowledge two language student teachers encounter and produce when they plan language lessons. We employed the life story interviewing to gather information on the subjective essence of the participant’s experiences in their teacher practicum. Findings suggest that through lesson planning, language student teachers manage to re-signify certain methodological yet hegemonic constructions of teaching and learning. Furthermore, their knowledge of themselves as teachers in relation to their practicum is shaped by circumstances they face in the process of planning and teaching lessons., Este artículo reporta los resultados de una investigación narrativa con docentes de lenguas en formación de una universidad privada en Bogotá, Colombia, sobre cómo reconfiguran las epistemologías mediante la planeación de clases. Nos propusimos explorar las posibles formas de conocimiento profesional —local y personal— que docentes de lenguas en formación producen cuando planean sus clases de inglés. Empleamos la entrevista de la historia de vida para recopilar información sobre la esencia subjetiva de las experiencias de los participantes en su práctica docente. Los resultados sugieren que la planeación de clases permite a los docentes en formación resignificar ciertas construcciones metodológicas hegemónicas de la enseñanza y el aprendizaje, así como dar forma al conocimiento de sí mismos como docentes en relación con su práctica.

This paper reports the findings of a narrative study on language student teachers’ epistemological re-configurations through lesson planning in a private university in Bogota, Colombia. The study aimed at exploring the possible forms of professional yet personal–local knowledge two language student teachers encounter and produce when they plan language lessons. We employed the life story interviewing to gather information on the subjective essence of the participant’s experiences in their teacher practicum. Findings suggest that through lesson planning, language student teachers manage to re-signify certain methodological yet hegemonic constructions of teaching and learning. Furthermore, their knowledge of themselves as teachers in relation to their practicum is shaped by circumstances they face in the process of planning and teaching lessons., Este artículo reporta los resultados de una investigación narrativa con docentes de lenguas en formación de una universidad privada en Bogotá, Colombia, sobre cómo reconfiguran las epistemologías mediante la planeación de clases. Nos propusimos explorar las posibles formas de conocimiento profesional —local y personal— que docentes de lenguas en formación producen cuando planean sus clases de inglés. Empleamos la entrevista de la historia de vida para recopilar información sobre la esencia subjetiva de las experiencias de los participantes en su práctica docente. Los resultados sugieren que la planeación de clases permite a los docentes en formación resignificar ciertas construcciones metodológicas hegemónicas de la enseñanza y el aprendizaje, así como dar forma al conocimiento de sí mismos como docentes en relación con su práctica.

This qualitative study analyzed the professional dialogue among 67 English teachers at seven elementary schools in New Taipei City in Taiwan. Based on the analysis of the documentation, observation, and interviews, the study has two major findings. First, the knowledge and skills covered in the professional dialogues of English teachers concerned planning, implementing, and managing instruction. Second, English teachers regarded their professional dialogues as effective and goal-oriented. In order to make professional dialogues into job-embedded professional development for English teachers, they must be goal-oriented and carried out in an environment of care and trust. Moreover, professional dialogue can take the form of curriculum development and lesson planning in order to help English teachers construct their professional knowledge and competence through social interaction.

This paper reports the findings of a narrative study on language student teachers’ epistemological re-configurations through lesson planning in a private university in Bogota, Colombia. The study aimed at exploring the possible forms of professional yet personal–local knowledge two language student teachers encounter and produce when they plan language lessons. We employed the life story interviewing to gather information on the subjective essence of the participant’s experiences in their teacher practicum. Findings suggest that through lesson planning, language student teachers manage to re-signify certain methodological yet hegemonic constructions of teaching and learning. Furthermore, their knowledge of themselves as teachers in relation to their practicum is shaped by circumstances they face in the process of planning and teaching lessons., Este artículo reporta los resultados de una investigación narrativa con docentes de lenguas en formación de una universidad privada en Bogotá, Colombia, sobre cómo reconfiguran las epistemologías mediante la planeación de clases. Nos propusimos explorar las posibles formas de conocimiento profesional —local y personal— que docentes de lenguas en formación producen cuando planean sus clases de inglés. Empleamos la entrevista de la historia de vida para recopilar información sobre la esencia subjetiva de las experiencias de los participantes en su práctica docente. Los resultados sugieren que la planeación de clases permite a los docentes en formación resignificar ciertas construcciones metodológicas hegemónicas de la enseñanza y el aprendizaje, así como dar forma al conocimiento de sí mismos como docentes en relación con su práctica.

It is often argued that a well-ordered in-service training program would augment the teachers’ capability to effectively achieve  classroom activities and practices, and back the educational organization to realize its objectives and ultimately develop teaching (Mahmood, 2016). Moreover, contemporary research studies maintained that Iraqi EFL teachers have need of sustenance and aide in terms of ordering active lesson plans (Al-Tufaili, 2016; Hindi, 2012). Building an effective lesson plan is one of the essential requirements for teachers in their careers in schools. Therefore, it becomes so necessary that a training program must include items related to the content of lesson planning. This paper intends to gather Iraqi EFL teachers' opinions and views concerning items classified under lesson planning, i.e. which ones are more appealed by them, which ones they disprefer. A sample of eighty Iraqi EFL teachers teaching in secondary schools from Kirkuk Governorate have been selected to answer a questionnaire containing 15 items of lesson planning. Utilizing Likert's scale, the participants reveal that operational planning for EFL classes can motivate teachers to pay attention to specific learning and teaching goals and purposes, as a lesson plan often yields a framework for teaching EFL that enables teachers to allocate exact time for teaching activities in the class. The questionnaire also shows that planning the accurate lesson and organizing it into professional steps is an interesting matter for teachers.

This paper sets out to explore to what extent teacher trainees at a university in southern Sweden are influenced by communicative language teaching (CLT) approaches that the Swedish national syllabus for English, LGR 11, advocates. In addition, reliabilities regarding the level of institution (Junior High versus High School) will also be explored. The material consists of 20 lesson plans, two from each student equally split between Junior High and High School. These plans were submitted by the author’s classmates as part of an assignment during their teaching practice. The method for rating the lesson plans in terms of function versus form is based on a chart created by Thornbury (1999), although his chart has been adapted to better suit the methodology of this paper. The results showed that most of the lesson plans favored, to varying degrees, a communicative approach; the most popular one being a mixture of deep-end and shallow-end CLT approaches. Furthermore, the lessons in High school proved to lean slightly more towards deep-end CLT than their counterparts at Junior high.

This paper sets out to explore to what extent teacher trainees at a university in southern Sweden are influenced by communicative language teaching (CLT) approaches that the Swedish national syllabus for English, LGR 11, advocates. In addition, reliabilities regarding the level of institution (Junior High versus High School) will also be explored. The material consists of 20 lesson plans, two from each student equally split between Junior High and High School. These plans were submitted by the author’s classmates as part of an assignment during their teaching practice. The method for rating the lesson plans in terms of function versus form is based on a chart created by Thornbury (1999), although his chart has been adapted to better suit the methodology of this paper. The results showed that most of the lesson plans favored, to varying degrees, a communicative approach; the most popular one being a mixture of deep-end and shallow-end CLT approaches. Furthermore, the lessons in High school proved to lean slightly more towards deep-end CLT than their counterparts at Junior high.

This article aims to analyze the understanding of teachers of the 4th and 5th grades of Elementary School in relation to the lesson plans elaborated from the thematic units, knowledge objects and skills proposed in the Common National Curricular Base (BNCC) for the area of Nature. This is a qualitative research that develops through a case study, following the principles of Bardin Content Analysis (2010). The data production involved the application of a questionnaire composed of mixed and closed questions and lesson plans prepared by the teachers while participating in a Continuing Education Program. As a result we identify divergences between what teachers claim to contemplate in their planning and what they actually contain, the high rate of use of scientific experiments and the lack of interdisciplinary proposals, as well as the preference for the development of knowledge objects and skills. referred to the thematic unit Matter and Energy to the detriment of the others presented by BNCC., Este artigo tem objetivo de analisar entendimentos de docentes do 4º e 5º anos do Ensino Fundamental em relação à planejamentos de aula elaborados a partir das unidades temáticas, objetos do conhecimento e habilidades propostas na Base Nacional Comum Curricular (BNCC) para a área de Ciências da Natureza. Trata-se de uma pesquisa qualitativa que se desenvolve por meio de um estudo de caso, seguindo os princípios da Análise de Conteúdo de Bardin (2010). A produção de dados envolveu a aplicação de um questionário composto por questões mistas e fechadas e de planejamentos de aula elaborados pelos docentes durante a participação em um Programa de Formação Continuada. Como resultados identificam-se divergências entre o que os docentes declaram contemplar em seus planejamentos e o que eles realmente contêm, o alto índice de utilização de experimentos científicos e a inexistência de propostas interdisciplinares, bem como a preferência pelo desenvolvimento de objetos do conhecimento e habilidades referentes a unidade temática Matéria e Energia em detrimento das demais apresentadas pela BNCC., Este artículo tiene como objetivo analizar la comprensión de los maestros de 4to y 5to grados de la escuela primaria en relación con los planes de lecciones elaborados a partir de las unidades temáticas, objetos de conocimiento y habilidades propuestas en la Base Curricular Nacional Común (BNCC) para el área de La naturaleza Esta es una investigación cualitativa que se desarrolla a través de un estudio de caso, siguiendo los principios del análisis de contenido de Bardin (2010). La producción de datos implicó la aplicación de un cuestionario compuesto por preguntas mixtas y cerradas y planes de lecciones preparados por los maestros mientras participaban en un Programa de Educación Continua. Como resultado, identificamos divergencias entre lo que los docentes afirman contemplar en su planificación y lo que realmente contienen, la alta tasa de uso de experimentos científicos y la falta de propuestas interdisciplinarias, así como la preferencia por el desarrollo de objetos de conocimiento y habilidades. refiriéndose a la unidad temática Materia y Energía en detrimento de las demás presentadas por el BNCC.

Despite decades of research surrounding Information Communication Technology (ICT) use in schools, the pedagogical reasoning required to provide meaningful ICT enabled learning opportunities is rarely analysed in the literature. The purpose of this research was therefore to investigate teachers’ pedagogically reasoned practice. This study involved three exemplary Australian secondary science teachers, renowned for their expertise in utilising ICT working in classrooms where students had school issued one-to-one computers and reliable network access. The research utilised qualitative methods, including semistructured interviews, video-based observational data, and an array of lesson artefacts. The study followed a naturalistic multiple-case study design to explore the pedagogical reasoning and actions of these science teachers. The study identified different forms of pedagogical reasoning and action for a digitally connected world. Many aspects of this iterative model bear close resemblance to Shulman’s (1987) original conception of pedagogical reasoning and action. In each case, sophisticated reasoned decision-making drawing upon a range of teacher knowledge bases, most notably technological pedagogical content knowledge took place. The pedagogical reasoning and action model presented demonstrates a backward mapping approach where the use of ICT was directed at supporting the development of scientific content and educational outcomes of the mandated science curriculum. The research also found that these teachers held social constructivist beliefs for the use of ICT and intentionally designed ICT enabled opportunities from a learning affordance perspective. The research also demonstrated a reflexive relationship between the teacher’s beliefs and their pedagogical practices. Teacher activity involved significant preparatory work in the selection and curation of motivating, authoritative and multimodal Internet accessible ICT resources and tools aligned to the mandated

Аналізуються особливості планування навчальних занять з іноземної мови за професійним спрямуванням (ІМПС) для майбутніх фахівців готельно-ресторанної справи. Важливість викладання англійської мови для професійного використання, особливо в сфері гостинності та ресторанного обслуговування, є незаперечною. Вказано, що досконале володіння англійською мовою потрібне у всіх професійних сферах, зокрема в індустрії гостинності завдяки своїм специфічним характеристикам. Постановка цілей, проектування планування і створення планів навчальних занять розглянуто як необхідні логічні кроки у процесі проведення занять для навчання іноземної мови за професійним спрямуванням для майбутніх фахівців готельного та ресторанного обслуговування. Показано етапи реалізації плану навчальних занять. Представлено приклади навчальних цілей, навчальна діяльність та оцінювання майбутніх фахівців готельно-ресторанної справи. Відзначено актуальність практичного використання теоретичних мовних знань, особливості планування навчальних занять. Досліджено різні умови, етапи та організаційні форми з їх впливом на процес навчання ІМПС для майбутніх фахівців готельно-ресторанної справи., The article analyses the peculiarities of lesson planning in teaching English for Specific Purposes (ESP) for prospective experts in hospitality and restaurant service. The importance of teaching English for professional uses and particularly in the field of hospitality and restaurant service is undeniable. English proficiency is required in all professional areas but it becomes essential in the hospitality industry because of its specific characteristics. Setting objectives, designing lesson planning and developing lesson plans are necessary logical steps in the process of lesson implamentation in teaching ESP for prospective experts in hospitality and restaurant service. The stages of lesson plan are shown. Examples of learning objectives, learning activities and assessment for prospective experts in hospitality and restaurant service are presented. The artile emphasizes the importance of practical usage of theoretical language knowledge, stresses the peculiarities of lesson planning and explores various conditions, stages and organizational forms with their impact on the process of teaching ESP for prospective experts in hospitality and restaurant service.

This project consists in an innovative teaching program comprising eight lesson plans devised for a 1st year of Compulsory Secondary Education (CSE) classroom. Based on an audiolingual and a communicative language teaching (CLT) approach and on the teaching of pronunciation for English as an international language, the aim of this didactic unit is to promote oral comprehension and expression skills in English and to offer a range of opportunities for intelligible pronunciation practice. To this end, I have first drawn on certain methodological approaches to teaching foreign languages (FL) so as to provide an account of the different methodologies available and to make connections with those used to carry out this teaching plan. Then, I have given an account of the Basque Decree 236/2015 in order to become familiar with the general principles and the requirements that have to be fulfilled during secondary education as regards the communicative competence. Next, I have specified the objectives of this teaching plan in relation to the latter and I have made a comparison between the contents in the school syllabus and those in my teaching program before specifying the methodology I have used. After that, I have explained the way in which the students will be assessed always bearing in mind the objectives set in the Basque Curriculum and in this didactic unit. Finally, I have developed this didactic unit in eight lesson plans; however, for space restrictions I have included a single one in the project and I have attached the rest in the various annexes at the end of it. Despite not having been implemented yet, this didactic program has been designed to be applied in the future. Hence, it is susceptible to change after its potential application depending on the teacher’s observations during and after the actual teaching takes place and on the students’ grades and their opinion towards the new approach

Att arbeta som lärare kräver att du erhåller vissa kunskaper. Du ska ha tillräckliga ämneskunskaper och pedagogiska kunskaper. Du ska även ha kunskaper om hur planering, utförande och utvärdering av undervisningen sker. Att skapa en lektionsplanering och integrera alla nödvändiga delar av en undervisning är komplext. Därför utvecklade Shulman (1987) sex processdelar undervisningen följer. Frågan är om dagens lärare använder dessa kunskaper. Syftet är därför att bidra med förståelse om vilka kunskaper lärare besitter samt hur planering av undervisning sker. Detta genom att låta lärarna planera en undervisning inom ämnet volym. Studien genomfördes genom kvalitativa intervjuer med fem stycken lärare. Resultatet av studien visar att alla lärarna följde processdelarna. Det var emellertid mycket som skiljde sig mellan lärarna. Forskning säger att erfarenhet, utbildning och fortbildning har betydelse för lärares planeringsförmåga. Resultatet av studien visar att detta i viss utsträckning har betydelse och att lärares förmågor är olika. Dock visar egen analys att det mer beror på att alla lärare är olika individer.

This project consists in an innovative teaching program comprising eight lesson plans devised for a 1st year of Compulsory Secondary Education (CSE) classroom. Based on an audiolingual and a communicative language teaching (CLT) approach and on the teaching of pronunciation for English as an international language, the aim of this didactic unit is to promote oral comprehension and expression skills in English and to offer a range of opportunities for intelligible pronunciation practice. To this end, I have first drawn on certain methodological approaches to teaching foreign languages (FL) so as to provide an account of the different methodologies available and to make connections with those used to carry out this teaching plan. Then, I have given an account of the Basque Decree 236/2015 in order to become familiar with the general principles and the requirements that have to be fulfilled during secondary education as regards the communicative competence. Next, I have specified the objectives of this teaching plan in relation to the latter and I have made a comparison between the contents in the school syllabus and those in my teaching program before specifying the methodology I have used. After that, I have explained the way in which the students will be assessed always bearing in mind the objectives set in the Basque Curriculum and in this didactic unit. Finally, I have developed this didactic unit in eight lesson plans; however, for space restrictions I have included a single one in the project and I have attached the rest in the various annexes at the end of it. Despite not having been implemented yet, this didactic program has been designed to be applied in the future. Hence, it is susceptible to change after its potential application depending on the teacher’s observations during and after the actual teaching takes place and on the students’ grades and their opinion towards the new approach

This project consists in an innovative teaching program comprising eight lesson plans devised for a 1st year of Compulsory Secondary Education (CSE) classroom. Based on an audiolingual and a communicative language teaching (CLT) approach and on the teaching of pronunciation for English as an international language, the aim of this didactic unit is to promote oral comprehension and expression skills in English and to offer a range of opportunities for intelligible pronunciation practice. To this end, I have first drawn on certain methodological approaches to teaching foreign languages (FL) so as to provide an account of the different methodologies available and to make connections with those used to carry out this teaching plan. Then, I have given an account of the Basque Decree 236/2015 in order to become familiar with the general principles and the requirements that have to be fulfilled during secondary education as regards the communicative competence. Next, I have specified the objectives of this teaching plan in relation to the latter and I have made a comparison between the contents in the school syllabus and those in my teaching program before specifying the methodology I have used. After that, I have explained the way in which the students will be assessed always bearing in mind the objectives set in the Basque Curriculum and in this didactic unit. Finally, I have developed this didactic unit in eight lesson plans; however, for space restrictions I have included a single one in the project and I have attached the rest in the various annexes at the end of it. Despite not having been implemented yet, this didactic program has been designed to be applied in the future. Hence, it is susceptible to change after its potential application depending on the teacher’s observations during and after the actual teaching takes place and on the students’ grades and their opinion towards the new approach

This project consists in an innovative teaching program comprising eight lesson plans devised for a 1st year of Compulsory Secondary Education (CSE) classroom. Based on an audiolingual and a communicative language teaching (CLT) approach and on the teaching of pronunciation for English as an international language, the aim of this didactic unit is to promote oral comprehension and expression skills in English and to offer a range of opportunities for intelligible pronunciation practice. To this end, I have first drawn on certain methodological approaches to teaching foreign languages (FL) so as to provide an account of the different methodologies available and to make connections with those used to carry out this teaching plan. Then, I have given an account of the Basque Decree 236/2015 in order to become familiar with the general principles and the requirements that have to be fulfilled during secondary education as regards the communicative competence. Next, I have specified the objectives of this teaching plan in relation to the latter and I have made a comparison between the contents in the school syllabus and those in my teaching program before specifying the methodology I have used. After that, I have explained the way in which the students will be assessed always bearing in mind the objectives set in the Basque Curriculum and in this didactic unit. Finally, I have developed this didactic unit in eight lesson plans; however, for space restrictions I have included a single one in the project and I have attached the rest in the various annexes at the end of it. Despite not having been implemented yet, this didactic program has been designed to be applied in the future. Hence, it is susceptible to change after its potential application depending on the teacher’s observations during and after the actual teaching takes place and on the students’ grades and their opinion towards the new approach

Att arbeta som lärare kräver att du erhåller vissa kunskaper. Du ska ha tillräckliga ämneskunskaper och pedagogiska kunskaper. Du ska även ha kunskaper om hur planering, utförande och utvärdering av undervisningen sker. Att skapa en lektionsplanering och integrera alla nödvändiga delar av en undervisning är komplext. Därför utvecklade Shulman (1987) sex processdelar undervisningen följer. Frågan är om dagens lärare använder dessa kunskaper. Syftet är därför att bidra med förståelse om vilka kunskaper lärare besitter samt hur planering av undervisning sker. Detta genom att låta lärarna planera en undervisning inom ämnet volym. Studien genomfördes genom kvalitativa intervjuer med fem stycken lärare. Resultatet av studien visar att alla lärarna följde processdelarna. Det var emellertid mycket som skiljde sig mellan lärarna. Forskning säger att erfarenhet, utbildning och fortbildning har betydelse för lärares planeringsförmåga. Resultatet av studien visar att detta i viss utsträckning har betydelse och att lärares förmågor är olika. Dock visar egen analys att det mer beror på att alla lärare är olika individer.

Well planned lessons enable learners to learn better and to develop better attitudes towards their work. The paper emanates from formal observations of the University of Zimbabwe Graduate Diploma in Education (Grad. D. E.) student teachers on three months teaching practice attachment. Many student teachers were found to be clearly on the path to becoming effective teachers but a sizeable portion, about 20-25%, were thought to be experiencing problems. In their planning of lessons, a wide range and variety of problems were noted. These include lack of real appreciation of the need to plan lessons, lack of the understanding that in order to be effective teachers they had to deploy different pedagogic approaches to meet the learning needs of the subject, inability to address lesson objectives and to match the maturity and social milieu of the learners in their care. Thus it is hoped that this paper may stimulate more interest in educators and student teachers alike beyond these student teachers passing or failing the teaching practice component to preparing really effective practitioners.

Introduction. Achievement of educational outcomes designated in the Federal State Educational Standards (FSES) of the system of general education is an urgent problem of public schools. The analysis of the existing guidelines of their realization in the course of the lesson shows that they are often declarative or imperative in nature, which makes it impossible for teachers to use them in their practical activity. What is changed is the rhetoric and terminology, but the essence remains the same, or the changes are hasty, premature and are implemented without taking into account the concrete situation. As a result, they do not lead to the accomplishment of the goal set in the new educational standards. The aims of the article consist in presenting a generalized practically realizable construct of a lesson which would provide the teacher with an algorithm of lesson planning in accordance with the goal of the Federal State Educational Standards. Methodology and research methods. The article offers analysis and synthesis of the normative documentation (Federal State Educational Standards), and of the content of scientific-methodological works and scientific publications dealing with practical lesson constructing. Results and scientific novelty. The article analyzes various lesson constructs suggested by theoretical and practical educationalists aimed at accomplishment of the goals designated in the Federal State Educational Standards. The authors come to the conclusion that in their practical activity, teachers often set inadequate lesson aims and thus fail to achieve the subject outcomes, which is in princi pal contrary to the systemic activity-oriented approach upon which these standards are based. The article describes a general algorithm of a lesson constructing which will allow the teacher to algorythmize and optimize the process of lesson preparation according to the requirements of the FSES of the system of general education. Practical significance. It is shown t, Введение. Достижение образовательных результатов, указанных в федеральных образовательных стандартах системы общего образования (ФГОС ООО), является для массовой школы актуальной проблемой. Анализ существующих рекомендаций по поводу того, как добиться требуемых стандартом результатов в процессе обучения во время реального урока, показывает, что они часто носят декларативный либо императивный характер и лишены конкретики, что не позволяет ими воспользоваться. Учителю предлагаются новые риторика и термины, но не инструментарий для достижения целей, заявленных в новых образовательных стандартах. Цель статьи - представить обобщенный, реализуемый на практике конструкт, позволяющий учителю алгоритмизировать проектирование урока в соответствии с содержанием образовательных стандартов. Методология и методики исследования. Произведены анализ и синтез положений нормативных документов (федеральных государственных образовательных стандартов), содержания научно-методических работ и научных публикаций, посвященных практическому конструированию уроков. Результаты и научная новизна. С критических позиций рассмотрены предлагаемые теоретиками и практиками образования различные конструкты уроков, разработанные для реализации новых ФГОС ООО. Сделан вывод, что практическое применение большинства этих моделей нередко приводит к деформации целей урока, при которой упускается предметный результат. Из-за чрезмерного увлечения внешней проблемностью и организацией рефлексии утрачивается предметность деятельности ученика, что противоречит принципам системно-деятельностного подхода, положенного в основу новых образовательных стандартов. Описана общая схема конструирования урока, которая позволит учителю алгоритмизировать, а следовательно, оптимизировать и облегчить процесс подготовки к занятиям и в то же время соблюсти требования ФГОС ООО. Практическая значимость. Авторы статьи считают, что предлагаемый ими конструкт урока существенно поможет педагогам добиваться не только предметных, но метапр

The notion of inclusion is not a simple matter to define. It will mean different things to different people at different occasions. In school, inclusive education, may relate to a democratic view, meaning that all students should have the same opportunities and rights to participate in the mainstream educational schooling, on equal terms. In the current school political debate, the term “inclusive education” has gained a significant position and can relate to students’ grades in school subjects. The awareness of inclusion partly comes from critical reflections about how schools are handling the diversity amongst students. This thesis is part of a national research and school improvement program dealing with inclusive learning environments for students in the compulsory school. The aim of the study is to contribute with knowledge concerning teachers’ conceptions about lesson planning and teaching from a student inclusive perspective. Focus is on teachers’ perceptions of the multifaceted teaching in heterogeneous classes where the diverse qualifications of the students bring different challenges. The study contains two empirical investigations. The first one has a quantitative methodological approach, using a web-based questionnaire directed to all teachers, whose schools take part in the national program. The second study has a qualitative research design and the empirical data contains a case study with informants from three schools that also participated in the program. The theoretical analysis, based in a pragmatic understanding, is performed through Biesta’s dimensions of the aim of education; Uljens’ model for analyzing didactic action, Hedegaard-Sørensen’s approach on situated professionalism and Tomlinson’s perspective on differentiation of teaching as a basic pedagogical principle. The results show that teachers hold a positive attitude to the idea of inclusion. Mediating knowledge, in an inclusive teaching context, is regarded as an important but also as a d

In this study, the aim is to investigate what kind of attitude teachers in pre-school up to third grade has towards grammar and how this subject affects their lesson plans. To answer this purpose, 44 teachers have taken part in the survey by answering anonymously on a questionnaire regarding their attitude to grammar. The questions in the questionnaire concerned both the teachers' previous experience in grammar and what they know and think of today when they hear the term grammar. Teachers were asked to send a lesson plan for grammar in the form of documents, also anonymously. There were few of the teachers who submitted a lesson plan and it will be problematized in this study, along with the documents that have been received. A comparison between the teachers' attitude, previous research and both the existing and nonexistent lesson plans are made. The result of this study shows that there are more teachers who have a positive attitude towards grammar than a negative attitude. It is not possible to generalize and claim that the results of this study are the truth for all teachers' attitudes. This study provides an insight into teachers' attitudes to grammar and how it can affect lesson planning and also the choice of having no lesson plan at all., I denna studie är syftet att undersöka vad svensklärare som undervisar i fk-3 har för attityd till grammatik och om/hur det påverkar deras lektionsplanering. För att svara på detta syfte har 44 stycken lärare medverkat i undersökningen genom att svara anonymt på en enkät gällande deras attityd till grammatik. Frågorna i enkäten riktar sig både till lärarnas tidigare upplevelse och erfarenhet till grammatik och vad de känner och tänker på idag när de hör begreppet grammatik. Lärarna blev ombedda att skicka med en lektionsplanering för undervisning i grammatik i form av dokument, även det anonymt. Det var få av lärarna som skickade med en lektionsplanering och det kommer i denna studie att problematiseras, tillsammans med de dokument som kommit in. En jämförelse mellan lärarnas attityd, tidigare forskning och både de befintliga och ickebefintliga lektionsplaneringarna görs. Resultatet för denna studie visar att det är fler lärare som har en positiv attityd till grammatik än en negativ attityd. Men att det är fler betyder inte att resultatet inte visat några negativa attityder. Det går inte att generalisera och påstå att resultatet i denna studie är en sanning för alla lärares attityder. Denna studie ger en inblick i svensklärares attityder till grammatik och hur den kan påverka lektionsplaneringen och även valet av att inte ha någon planering alls.

With the emergence of online testing, data about students’ mathematical thinking is becoming more readily available to teachers in the form of diagnostic information. The availability of such data presents opportunities for teachers to use the data to inform their planning and teaching. The aim of this research was to investigate how diagnostic information, provided by an online system, impacted a teacher’s lesson planning for one Year 8 algebra lesson. The online assessment used to provide the diagnostic information in this research was the ‘Specific Mathematics Assessments that Reveal Thinking’ (SMART) test. The SMART tests system includes individual student diagnoses and teaching advice consisting of potential student difficulties and how to address these. In this case study, the teaching advice impacted the Year 8 mathematics teacher’s awareness of potential student misunderstandings, and resulted in the teacher changing their lesson plan on solving linear equations with pronumerals on both sides of the equation. The changes made included an emphasis on the gathering of algebraic like terms for explanations of solving equations with pronumerals on both sides of the equal sign. While broad generalisations cannot be made from this single case study about teacher planning, the findings suggest there are opportunities to help teachers better understand the developmental stages associated with learning how to solve linear equations, and the potential difficulties students may encounter. This study also allows for future research to be conducted on a larger scale about the impact of diagnostic information on teacher lesson planning.