Author: John, Peter

Source: Journal of Curriculum Studies, Volume 38, Number 4, August 2006 , pp. 483-498(16)

Publisher: Routledge, part of the Taylor & Francis Group

Abstract:

Rationalistic, technical curriculum planning has been the dominant model underpinning student teachers' lesson‐planning for a generation or more in England and Wales. In recent years, this process has become embedded in documents that direct initial training. The paper argues that this model leads to a limited view of teaching and learning as well as a restricted approach to learning to teach. Building on recent developments in socio‐cultural theory, an alternative, dialogical model of lesson planning is offered which not only emphasizes context‐dependency but also sees planning itself as a practice. This process is the key to developing reflective engagement across the different phases of the professional learning cycle

Document Type: Research article

DOI: http://dx.doi.org/10.1080/00220270500363620

Publication date: 2006-08-01

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