Abstract
Given the great relevance of lesson planning in teacher education, this study examined the potential of material-based planning by qualitatively analyzing 19 think-aloud protocols for planning processes regarding the use of pedagogical content knowledge. Material-based planning considers important aspects that are not covered by other approaches, such as analysis of material potential. We found that knowledge resources associated with student thinking occur frequently in lesson planning, which contrasts with previous findings. In addition, knowledge about students’ understanding is highly integrated with student activities. These findings demonstrate the multifaceted potential of materials-based planning in teacher education.
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