Internal Dilemmas and External Burdens: Exploring Student Teacher Lesson Planning

Amanda M. Bowling; Kellie Claflin; Michael J. Martin; Hannah C. Parker; Rachael A. Ramsier; Javan Owiti

doi:10.5032/jae.v66i2.2961

Authors

Amanda M. Bowling The Ohio State University https://orcid.org/0000-0002-2526-725X
Kellie Claflin https://orcid.org/0000-0001-8499-1742
Michael J. Martin https://orcid.org/0009-0003-7191-036X
Hannah C. Parker https://orcid.org/0000-0002-3290-3840
Rachael A. Ramsier The Ohio State University https://orcid.org/0009-0005-7562-2749
Javan Owiti The Ohio State University https://orcid.org/0000-0002-3855-408X

DOI:

https://doi.org/10.5032/jae.v66i2.2961

Keywords:

Student Teaching, Lesson Planning, Metacognition, Motivation, Stress

Abstract

Learning to teach is challenging as preservice teachers apply a multitude of knowledge and skills in complex situations. Preservice and student teachers struggle to effectively use metacognition and lack the ability to address numerous motivational factors in their learning. We do not know how student teachers utilize these ideas while lesson planning. This multiple case study explored student teacher lesson planning motivation, knowledge transfer, and metacognition. The themes of teacher identity development, giving permission to overcome stress and procrastination, learning to adapt lessons, and stress impacting lesson planning emerged. The findings indicate student teacher growth throughout the practicum and provide insights for teacher educators to enhance motivation, metacognition, and knowledge transfer. We recommend teacher educators consider how they intentionally incorporate knowledge transfer and metacognition in their programs. Further, teacher educators should conceptualize how they scaffold lesson planning skill development, clearly communicate expectations, and use lesson plan templates to help address student teacher stress and procrastination. Future research should continue to explore ways to improve metacognition and knowledge transfer within the student teaching field experience and during lesson planning.

Downloads

Download data is not yet available.

References

Akdemir, Ö. A. (2019). Academic procrastination behaviors of preservice teachers in Turkish context. World Journal of Education, 9(2), 13–21. https://doi.org/doi:10.5430/wje.v9n2p13 DOI: https://doi.org/10.5430/wje.v9n2p13

Azevedo, R. (2020). Reflections on the field of metacognition: Issues, challenges, and opportunities. Metacognition Learning, 15, 91–98. https://doi.org/10.1007/s11409-020-09231-x DOI: https://doi.org/10.1007/s11409-020-09231-x

Ball, A. L., Knobloch, N. A., & Hoop, S. (2007). The instructional planning experiences of beginning teachers. Journal of Agricultural Education, 48(2), 56–65. https://doi.org/10.5032.jae.2007.02056 DOI: https://doi.org/10.5032/jae.2007.02056

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice Hall.

Beckmann, T., & Ehmke, T. (2023). Informal and formal lesson planning in school internships: Practices among preservice teachers. Teaching and Teacher Education, 132, 104249. https://doi.org/10.1016/j.tate.2023.104249 DOI: https://doi.org/10.1016/j.tate.2023.104249

Bekdemir, M. (2010). The preservice teachers’ mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students. Educational Studies in Mathematics, 75(3), 311-328. https://doi.org/10.1007/s10649-010-9260-7 DOI: https://doi.org/10.1007/s10649-010-9260-7

Bowling, A., Giorgi, A., Filson, C., & Kitchel, T. (2022). Agricultural education preservice teachers’ metacognitive processes and reflective observations during a reflection-in-action activity. Teaching and Teacher Education, 114, 103695. https://doi.org/10.1016/j.tate.2022.103695 DOI: https://doi.org/10.1016/j.tate.2022.103695

Bransford, J., Derry, S., Berliner, D. C., Hammerness, K., & Beckett, K. L. (2005). Theories of learning and their roles in teaching. In L. Darling-Hammond, J. Bransford, P. LePage, K. Hammerness, & H. Duffy (Eds), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 40–88). Jossey-Bass, an Imprint of Wiley.

Crotty, M. (1998). The foundations of social research: Meaning and perspective in the research process. Sage Publications.

Danyluk, P. (2013). The role of the pre-practicum in lessening student teacher stress: Student teachers’ perceptions of stress during practicum. Action in Teacher Education, 35(5–6), 323–334. https://doi.org/10.1080/01626620.2013.846148 DOI: https://doi.org/10.1080/01626620.2013.846148

Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. Jossey-Bass, An Imprint of Wiley.

Darling-Hammond, L., Hammerness, K., Grossman, P., Rust, F., & Shulman, L. (2005). The design of teacher education programs. In L. Darling-Hammond, J. Bransford, P. LePage, K. Hammerness, & H. Duffy (Eds), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 390–441). Jossey-Bass, an Imprint of Wiley.

Enama, P. R. B. (2021). Student teachers' competence in lesson planning during microteaching. Journal of Teacher Education and Educators, 10(3), 341–368.

Feiman-Nemser, S., & Buchmann, M. (1985). Pitfalls of experience in teacher preparation. Teachers College Record, 87(1), 53–65. DOI: https://doi.org/10.1177/016146818508700107

Geving, A. M. (2007). Identifying the types of student and teacher behaviours associated with teacher stress. Teaching and Teacher Education, 23(5), 624–640. https://doi.org/10.1016/j.tate.2007.02.006 DOI: https://doi.org/10.1016/j.tate.2007.02.006

Grossman, P. L. (1992). Why models matter: An alternate view on professional growth in teaching. Review of Educational Research, 62(2), 171–179. https://doi.org/10.3102/00346543062002171 DOI: https://doi.org/10.3102/00346543062002171

Gülten, A. Z. (2013). Am I planning well? Teacher trainees’ voices on lesson planning. Procedia-Social and Behavioral Sciences, 93, 1409–1413. DOI: https://doi.org/10.1016/j.sbspro.2013.10.053

Gün, F., Turabik, T., & Başkan, G. A. (2020). The relationship between academic self-efficacy and academic procrastination tendency: A study on teacher candidates. Hacet. Univ. Egit. Fak. Derg, 35, 815–826. https://doi.org/10.16986/HUJE.2019051688 DOI: https://doi.org/10.16986/HUJE.2019051688

Hammerness, K., Darling-Hammond, L., Bransford, J., Berliner, D., Cochran-Smith, M., McDonald, M., & Zeichner, K. (2005). How teachers learn and develop. In Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do (pp. 358–389). Jossey-Bass, An Imprint of Wiley.

Harlin, J., Roberts, G., Briers, G., Mowen, D., & Edgar, D. (2007). A longitudinal examination of teaching efficacy of agricultural science student teachers at four different institutions. Journal of Agricultural Education, 48(3), 78–90. https://doi.org/10.5032/jae.2007.03078 DOI: https://doi.org/10.5032/jae.2007.03078

Introduction—Council for the Accreditation of Educator Preparation. (2015). http://caepnet.org/standards/introduction

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 DOI: https://doi.org/10.1080/00220270500363620

Kang, H. (2017). Preservice teachers’ learning to plan intellectually challenging tasks. Journal of Teacher Education, 68(1), 55–68. https://doi.org/10.1177/0022487116676313 DOI: https://doi.org/10.1177/0022487116676313

Klassen, R. M., & Chiu, M. M. (2011). The occupational commitment and intention to quit of practicing and preservice teachers: Influence of self-efficacy, job stress, and teaching context. Contemporary Educational Psychology, 36(2), 114–129. https://doi.org/10.1016/j.cedpsych.2011.01.002 DOI: https://doi.org/10.1016/j.cedpsych.2011.01.002

Knobloch, N., & Whittington, S. (2003). Differences in teacher efficacy related to career commitment of novice agriculture teachers. Journal of Career and Technical Education, 20(1). https://doi.org/10.21061/jcte.v20i1.625 DOI: https://doi.org/10.21061/jcte.v20i1.625

Lave, J. (1988). Cognition in practice: Mind, mathematics, and culture in everyday life. Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511609268

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511815355

Laybourn, S., Frenzel, A. C., & Fenzl, T. (2019). Teacher procrastination, emotions, and stress: A qualitative study. Frontiers in Psychology, 10. https://www.frontiersin.org/articles/10.3389/fpsyg.2019.02325 DOI: https://doi.org/10.3389/fpsyg.2019.02325

Lortie, D. C. (2020). Schoolteacher: A sociological study. University of Chicago Press.

Merriam, S. B. (1998). Qualitative research and case study applications in education (2nd ed). Jossey-Bass Publishers.

Milgram, N., & Tenne, R. (2000). Personality correlates of decisional and task avoidant procrastination. European Journal of Personality, 14(2), 141–156. https://doi.org/10.1002/(SICI)1099-0984(200003/04)14:2<141::AID-PER369>3.0.CO;2-V DOI: https://doi.org/10.1002/(SICI)1099-0984(200003/04)14:2<141::AID-PER369>3.0.CO;2-V

National Academies of Sciences. (2018). How People Learn II: Learners, Contexts, and Cultures. https://doi.org/10.17226/24783 DOI: https://doi.org/10.17226/24783

National Research Council. (2000). How people learn: Brain, mind, experience, and school (Expanded ed.). National Academies Press. https://doi.org/10.17226/9853 DOI: https://doi.org/10.17226/9853

National Research Council. (2010). Preparing Teachers: Building Evidence for Sound Policy. https://www.nap.edu/catalog/12882/preparing-teachers-building-evidence-for-sound-policy

Özer, Z., & Yetkin, R. (2018). Walking through different paths: Academic self-efficacy and academic procrastination behaviors of preservice teachers. Journal of Language and Linguistic Studies, 14(2), 89–99.

Paker, T. (2011). Student teacher anxiety related to the teaching practicum. Eurasian Journal of Educational Research, 42, 207–224.

Saldaña, J. (2013). The coding manual for qualitative researchers (2nd ed). SAGE.

Santoyo, C., & Zhang, S. (2016). Secondary teacher candidates' lesson planning learning. Teacher Education Quarterly, 43(2), 3–27.

Schmidt, M. (2005). Preservice string teachers' lesson-planning processes: An exploratory study. Journal of Research in Music Education, 53(1), 6–25. DOI: https://doi.org/10.1177/002242940505300102

Thieman, E. B., Marx, A. A., & Kitchel, T. (2014). “You’ve always got challenges”: Resilience and the preservice teacher. Journal of Agricultural Education, 55(4), 12–23. https://doi.org/10.5032/jae.2014.04012 DOI: https://doi.org/10.5032/jae.2014.04012

Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248. https://doi.org/10.3102/00346543068002202 DOI: https://doi.org/10.3102/00346543068002202

Yin, R. K. (1994). Discovering the future of the case study method in evaluation research. Evaluation Practice, 15(3), 283–290. https://doi.org/10.1177/109821409401500309 DOI: https://doi.org/10.1016/0886-1633(94)90023-X