What is it about?
An empirical exploration into Lesson Planning; further and uniquely developed according to the stage of expertise development (based on the Dreyfus Model) of the teacher. We arrive at three key terms regarding the way in which lesson planning is conceptualised.
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Why is it important?
We identify the minimal availability of empirical research on Lesson Planning despite its focal positioning as a core activity of teaching. We isolate the nuanced way in which teachers at specific stages of expertise development engage in Lesson Planning.
Perspectives
This research is vital for teachers and professionals interested in, and researching how teachers become 'expert designers of learning' (Enow and Goodwyn, 2018:120). As well as the being of relevance to teachers, the research has focused on secondary English teachers.
Linda Enow
Newman University
Read the Original
This page is a summary of: The invisible plan: how English teachers develop their expertise and the special place of adapting the skills of lesson planning, English in Education, March 2018, Taylor & Francis,
DOI: 10.1080/04250494.2018.1438119.
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