Pedagogical decisions in lesson planning and making use of the planning: Perspective of both experienced and novice teachers

Authors

DOI:

https://doi.org/10.22515/jemin.v4i2.9497

Keywords:

Experienced and Novice Teachers, lesson planning, Pedagogical Decision

Abstract

The differences between experienced and novice teachers can be observed in how they plan and implement lesson plans in the classroom. Understanding these strategies can aid teacher education programs in refining their curricula to better develop teachers' competencies. This research explores the perspectives and practices of both experienced and novice teachers regarding lesson planning and its actual use. A qualitative case study was conducted, involving two rounds of interviews with one experienced teacher and two novice teachers. Using qualitative data analysis techniques, the data were categorized into several themes. The findings reveal that all teachers recognize the importance of lesson planning. They unanimously agree that written lesson plans, referred to as lesson plan pro forma, are essential for guiding teaching and fulfilling administrative functions. However, differences emerged in how they planned their lessons, responded to policy changes and regulations, and made pedagogical decisions when addressing critical incidents in the classroom. The experienced teacher demonstrated greater readiness and adaptability to changes in the curriculum, classroom dynamics, students' needs, and school regulations. Conversely, the novice teacher, due to a lack of knowledge and skills in lesson planning, tended to rely on the school-selected workbook as the primary resource for teaching directions. Implications for teacher professional development programs and recommendations for further research are discussed.

Downloads

Download data is not yet available.

References

Alghamdy, R. Z. (2023). English teachers’ perceptions of the role of lesson planning in classroom management. International Journal of Linguistics, 15(4), 67–81. https://doi.org/10.5296/IJL.V15I4.21260

Anderson, J. (2015). Affordance, learning opportunities, and the lesson plan pro forma. ELT Journal, 69(3), 228–238. https://doi.org/10.1093/ELT/CCV008

Angaiz, D., Jabeen, Z., & Karim, N. (2021). Perceptions of experienced and novice teachers about the importance of lesson planning for effective learning in private elementary schools of Gilgit city. Pakistan Journal of Social Research, 3(3), 446–457. https://doi.org/10.52567/pjsr.v3i3.268

Beckmann, T., & Ehmke, T. (2023). Informal and formal lesson planning in school internships: Practices among pre-service teachers. Teaching and Teacher Education, 132, 104249. https://doi.org/10.1016/J.TATE.2023.104249

Blömeke, S., Hoth, J., Döhrmann, M., Busse, A., Kaiser, G., & König, J. (2015). Teacher change during induction: development of beginning primary teachers’ knowledge, beliefs and performance. International Journal of Science and Mathematics Education, 13(2), 287–308. https://doi.org/10.1007/S10763-015-9619-4/METRICS

Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109. https://doi.org/10.1017/S0261444803001903

Cai, Y., Li, Y., & Tang, R. (2023). Development of a theoretical construct for teacher expertise in the Chinese context and identification of its components: A mixed-methods study. Frontiers in Psychology, 14, 1121109. https://doi.org/10.3389/FPSYG.2023.1121109/BIBTEX

Cevikbas, M., König, J., & Rothland, M. (2024). Empirical research on teacher competence in mathematics lesson planning: recent developments. ZDM - Mathematics Education, 56(1), 101–113. https://doi.org/10.1007/S11858-023-01487-2/FIGURES/4

Creswell, J. W. (2016). Qualitative Inquiry and Research Design: Choosing Among Five Approaches - John W. Creswell, Cheryl N. Poth - Google Books. Sage.

Dasaka, A., & Surampudi, B. R. (2020). Holistic framework for accelerated learning by adapting & personalizing lesson plan for children based on emotions. Joint Conference ISASE-MAICS 2018 - 4th International Symposium on Affective Science and Engineering 2018, and the 29th Modern Artificial Intelligence and Cognitive Science Conference. https://doi.org/10.5057/isase.2018-c000028

FaqeAbdulla, B. I. (2024). Analyzing the structure and effectiveness of lesson plans for pre-service English language teachers. International Journal of English Learning and Applied Linguistics (IJELAL), 4(2), 143–162. https://doi.org/10.21111/IJELAL.V4I2.11633

Farrell, T. S. C. (2002). Lesson Planning. In Methodology in Language Teaching. Cambridge University Press. https://doi.org/10.1017/CBO9780511667190.006

Gün Asst, B. (2014). Making sense of experienced teachers’ interactive decisions: implications for expertise in teaching. International Journal of Instruction, 7(1). www.e-iji.net

Hatch, L., & Clark, S. K. (2021). A study of the instructional decisions and lesson planning strategies of highly effective rural elementary school teachers. Teaching and Teacher Education, 108. 103505. https://doi.org/10.1016/j.tate.2021.103505

Hsiang, T. P., Graham, S., Liu, X., & Zhou, Z. (2023). Teachers’ beliefs and practices in textbook selection and use when teaching Chinese as a second language. Reading and Writing, 36(7), 1651–1684. https://doi.org/10.1007/S11145-022-10336-9/METRICS

Iqbal, M. H., Siddiqie, S. A., & Mazid, M. A. (2021). Rethinking theories of lesson plan for effective teaching and learning. Social Sciences & Humanities Open, 4(1), 100172. https://doi.org/10.1016/J.SSAHO.2021.100172

Izlin, R., & Widiyati, E. (2023). Teachers’ perspective on using multimedia technology for teaching English. IJIET (International Journal of Indonesian Education and Teaching), 7(2), 172-182. https://doi.org/10.24071/ijiet.v7i2.6048

John, P. D. (2006). Lesson planning and the student teacher: re‐thinking the dominant model. Journal of Curriculum Studies, 38(4), 483–498. https://doi.org/10.1080/00220270500363620

König, J., & Rothland, M. (2022). Lesson planning competence: Empirical approaches and findings. Zeitschrift Fur Erziehungswissenschaft, 25(4), 771–813. https://doi.org/10.1007/S11618-022-01107-X

Kosel, C., Bauer, E., & Seidel, T. (2024). Where experience makes a difference: teachers’ judgment accuracy and diagnostic reasoning regarding student learning characteristics. Frontiers in Psychology, 15, 1278472. https://doi.org/10.3389/FPSYG.2024.1278472/BIBTEX

Li, W., & Zou, W. (2017). A study of EFL teacher expertise in lesson planning. Teaching and Teacher Education, 66, 231–241. https://doi.org/10.1016/J.TATE.2017.04.009

Loughran, J. (2019). Pedagogical reasoning: the foundation of the professional knowledge of teaching. Teachers and Teaching: Theory and Practice, 25(5), 523–535. https://doi.org/10.1080/13540602.2019.1633294

Manzoor, A. A., Tufail, N., & Hayat, K. (2024). Exploring the role of lesson planning on prospective teacher professional skills at the University of Narowal: A aualitative research study. Qlantic Journal of Social Sciences, 5(2), 66–75. https://doi.org/10.55737/QJSS.349976385

Marcelo-Martínez, P., Yot-Domínguez, C., & Mosquera Gende, I. (2024). Exploring the motives for using social networks for professional development by Spanish teachers. Information and Learning Science, ahead-of-print(ahead-of-print). https://doi.org/10.1108/ILS-12-2023-0199/FULL/PDF

Martinez, S. A., & Whiting, J. N. (2021). Designing Informal Learning Environments. Design for Learning, 2004.

Mundy-Henderson, C. A. (2023). Supporting elementary preservice teachers’ design of supporting elementary preservice teachers’ design of differentiated instruction with a transparent lesson plan differentiated instruction with a transparent lesson plan template. Perspectives In Learning, 20(2), 12–20. https://csuepress.columbusstate.edu/pil

Mutton, T., Hagger, H., & Burn, K. (2011). Learning to plan, planning to learn: the developing expertise of beginning teachers. Teachers and Teaching, 17(4), 399–416. https://doi.org/10.1080/13540602.2011.580516

Nguyen, N. T., Baker, A., Eady, M., & Wright, J. (2023). Vietnamese EFL Novice Teachers’ Pedagogical Decisions within a Mandated Communicative Language Curriculum. Journal of Asia TEFL, 20(2). https://doi.org/10.18823/asiatefl.2023.20.2.7.338

Novković Cvetković, B., Arsić, Z., & Cenić, D. (2022). Attitudes of Teachers to Using Information and Communication Technology in Teaching – Advantages and Obstacles. International Journal of Cognitive Research in Science, Engineering and Education, 10(2), 69-76. https://doi.org/10.23947/2334-8496-2022-10-2-69-76

Nugroho, A., Triana, Y., & Zulaiha, D. (2022). Digital teaching awareness and practice: Narratives from Indonesian ESP teachers. ELT Echo: The Journal of English Language Teaching in Foreign Language Context, 7(1), 1-14. https://doi.org/10.24235/etlecho.v7i1.9905

Nugroho, A. & Triana, Y. (2021). EFL learners’ beliefs and practices on informal digital learning of English beyond classroom. Indonesian Journal of English Education, 8(2), 198-212. https://doi.org/10.15408/ijee.v8i2.19843

Pang, M. (2016). Pedagogical Reasoning in EFL/ESL Teaching: Revisiting the Importance of Teaching Lesson Planning in Second Language Teacher Education. TESOL Quarterly, 50(1), 246–263. https://doi.org/10.1002/tesq.283

Searcy, S., & Maroney, S. A. (1996). Lesson Planning Practices of Special Education Teachers. Exceptionality, 6(3), 171–187. https://doi.org/10.1207/S15327035EX0603_3

Shah, W. A. (2023). Nation, alterity and competing discourses: Rethinking textbooks as ideological apparatuses. Linguistics and Education, 78, 101250. https://doi.org/10.1016/J.LINGED.2023.101250

Tsui, A. B. M. (2003). Understanding Expertise in Teaching: Case Studies of Second Language Teachers. Understanding Expertise in Teaching. https://doi.org/10.1017/CBO9781139524698

Tsui, A. B. M. (2009). Distinctive qualities of expert teachers. Teachers and Teaching: Theory and Practice, 15(4), 421–439. https://doi.org/10.1080/13540600903057179

Wolff, C. E., van den Bogert, N., Jarodzka, H., & Boshuizen, H. P. A. (2015). Keeping an Eye on Learning: Differences Between Expert and Novice Teachers’ Representations of Classroom Management Events. Journal of Teacher Education, 66(1), 68–85. https://doi.org/10.1177/0022487114549810

Downloads

Submitted

2024-06-28

Accepted

2024-08-28

Published

2024-08-29

How to Cite

Pratiwi, D. (2024). Pedagogical decisions in lesson planning and making use of the planning: Perspective of both experienced and novice teachers. Journal of Educational Management and Instruction (JEMIN), 4(2), 213–224. https://doi.org/10.22515/jemin.v4i2.9497

Issue

Vol. 4 No. 2 (2024): Forthcoming Issue

Section

Articles

License

Copyright (c) 2024 Dwiyani Pratiwi

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Copyright
Copyright aims to protect the specific way the article has been written to describe an experiment and the results. Journal of Educational Management and Instruction is committed to its authors to protect and defend their work and their reputation and takes allegations of infringement, plagiarism, ethical disputes, and fraud very seriously. Automotive Experiences is published under the terms of the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0). Authors retain copyright and grant the journal right of first publication (online and print) with the work simultaneously. We use the restrictive license (non-commercial) as follows:

BY (attribution): Users are allowed to share, distribute and redistribute the published article in any medium or format, with an identification of the authors and its initial publication in this journal. Authors are encouraged to post and distribute their articles immediately after publication (e.g., institutional or public repositories, personal websites). Authors are allowed to enter into additional contractual arrangements for the non-exclusive distribution of the published and an acknowledgment of its initial publication in this journal.

NC (non-commercial): Users are not allowed to use the article commercially without the permission of the authors. Authors agree explicitly that the published article is indexed worldwide in databases, repositories and indexation services, even if these services operate on a commercial basis. Authors grant Journal of Educational Management and Instruction explicit the right to include the published articles in databases, repositories and indexation services.

License

License to Publish
The non-commercial use of the article will be governed by the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0). The author hereby grants Journal of Educational Management and Instruction an exclusive publishing and distribution license in the manuscript include tables, illustrations or other material submitted for publication as part of the manuscript (the “Article”) in print, electronic and all other media (whether now known or later developed), in any form, in all languages, throughout the world, for the full term of copyright, and the right to license others to do the same, effective when the article is accepted for publication. This license includes the right to enforce the rights granted hereunder against third parties.

Author's Warranties
The author warrants that the article is original, written by stated author/s, has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).

User Rights
Under the Creative Commons Attribution-Non Commercial 4.0 International (CC BY-NC 4.0) license, the author(s) and users are free to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material). Users must give appropriate credit, provide a link to the license, and indicate if changes were made.

Rights of Authors
Authors retain the following rights:

  1. Copyright, and other proprietary rights relating to the article, such as patent rights,
  2. The right to use the substance of the article in future own works, including lectures and books,
  3. The right to reproduce the article for own purposes, provided the copies are not offered for sale, and
  4. The right to self-archive the article.

Co-authorship
If the article was prepared jointly with other authors, the signatory of this form warrants that he/she has been authorized by all co-authors to sign this agreement on their behalf, and agrees to inform his/her co-authors of the terms of this agreement.