From autopsy to biopsy: A metacognitive view of lesson planning and teacher trainees in ELT
Liyanage, I. & Bartlett, BJ. (2010). From autopsy to biopsy: A metacognitive view of lesson planning and teacher trainees in ELT. Teaching and Teacher Education,26(7), 1362-1371. United Kingdom: Elsevier Ltd. Retrieved from https://doi.org/10.1016/j.tate.2010.03.006
Lesson planning and implementation of those plans are complex and cognitively demanding for English Language Teacher trainees preparing for the profession. Many find it difficult to develop a lesson holistically and to maintain alignment across aims, procedural steps, and evaluation when planning and implementing a lesson. We attempted to address this problem by establishing a model of trainees’ action that included their deliberate metacognitive structuring of a lesson both in planning and review phases. Data from a first exploration of student thinking elicited by the model indicate positive shifts in trainees’ holistic thinking and a student-centeredness in the critical perspectives they took in both planning and review.
Institute for Learning Sciences and Teacher Education