Teachers’ Classroom Planning
Most school systems have expectations of teachers regarding classroom planning. Given these expectations there is little written about classroom planning and how it relates to “curriculum,” a term often viewed as central to what teachers “do.” This article presents
a teacher educator’s personal practical theory of long-term classroom planning and its relationship to a particular concept of curriculum. Drawing on curriculum as “intent”, the article suggests that teachers’ classroom planning acts as a bridge between what is intended
and what is enacted in the classroom. It is argued that the literature of research into effective classroom practice provides a meta-communication that is a base for planning classroom activities. Categories arising from such sources are presented and discussed in terms of perceived requirements
for teachers to ensure their classroom processes are educationally justifiable, explicit and publicly available.
Document Type: Research Article
Affiliations: James Cook University
Publication date: 01 January 1998
- Curriculum and Teaching is a bi-annual, refereed, international journal publishing original research. It uses a balanced and comparative perspective to consider curriculum design and development, evaluation, curriculum models, comparative studies in curriculum, innovation and policy, planning, and educational administration.
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