Move Confirmation and Teaching Strategy Identification of English Student-Teachers’ Lesson Plans in the Philippines: A Rhetorical Framework for Novice Teachers

Abstract

Lesson planning is one of the most important skills of a teacher in the Philippines. The Department of Education (DepEd) mandates that a teacher is not allowed to teach without a lesson plan. Hence, all the Teacher Education Institutions (TEIs) ensure that every education student can produce well-planned lessons even before the Teaching Internship course. Despite its relevance, no one has attempted to investigate the lesson plan structure using move analysis. Moreover, a preliminary survey reveals that many of the English student-teachers find it difficult to produce lesson plans. Therefore, this study explored 22 Detailed Lesson Plans (DLPs) produced by English student-teacher graduates of a TEI through move confirmation and teaching strategy identification, which are based on the 5-part lesson plan structure prescribed by the Commission on Higher Education (CHED) for the student-teachers. The study is anchored on Swalesean genre analysis that combines rhetoric and linguistics to explain genre as grounded in shared communicative purposes and discoverable through text analysis. Based on the analysis, the five parts or moves were confirmed with their constituent teaching strategies and teaching strategy cycle identified. The findings may provide TEI teachers with insight into effective instructional strategies to help students acquire pragmatic knowledge of the rhetorical structure of lesson plans. A Lesson Plan Framework for English novice teachers is proposed as a guide to offer a frame for structuring their planning of the lessons and a pool of words that can help them in writing the lesson plans. https://doi.org/10.26803/ijlter.18.12.10