A collaborative approach to help future teachers plan their teaching: the Prep.AR tool

Abstract

ABSTRACT The planning of lessons holds a significant place in the training of future teachers, but it also presents various challenges, such as the integration of innovative pedagogical practices advocated in the training programme and the resulting cognitive overload. Differences among trainers regarding preferred practices create uncertainties for prospective teachers. To address these issues, we conducted a collaborative three-year research project. The group, dubbed GCEO, consisted of trainers, teachers, students, and researchers. The research led to a consensus on the practices to be incorporated into teacher training, while recognising the diversity of perspectives and contexts. This consensus, following the research-development principle, materialised through the co-construction of a tool to guide future teachers through the planning stages. We’ve called the tool, Prep.AR. Prep.AR is an acronym that stands for Prepare Action Reflection. It contains various parts. These parts are part of a whole that considers all planning to be based on three types of knowledge: the context, the classroom environment and the learners themselves. Although the tool represents a significant advancement, challenges remain, including its adaptation to different educational contexts and the assessment of its actual impact. Nevertheless, the collaborative approach adopted establishes a crucial link between theory and practice in teacher education.