Abstract
This study uses Malderez's and Bodoczky's (1999) framework to analyse the knowledge construction of 52 Taiwanese education majors who designed an English lesson plan for elementary school aboriginal children, and native Taiwanese students. The intertwined knowledge should include knowledge about the language, content knowledge, and pedagogical content knowledge. Such knowledge can be constructed among pre-service teachers through pre-service teacher education programs, interaction with local elementary schools, and through self-reflections of pre-service teachers' past learning and teaching experience. Three suggestions are provided to effectively help pre-service teachers develop knowledge construction in lesson plan design.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Teaching and Case Studies
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
