Road Map or Roadblock? Science Lesson Planning and Preservice Teachers

Abstract

This study examined preservice teachers' understanding of, and processes when, designing instruction. Participants were 47 juniors and seniors enrolled in science methods courses. Qualitative methods and analysis of written reflections and interviews revealed the beliefs and views the preservice teachers had about planning. Findings are as follows: One, preservice teachers acknowledged the importance of standards and lesson objectives but planned in a sequence that found lesson activities before objectives. Two, despite similar experiences with the Pathwise Observation System approach to planning and related activities in science methods courses, students used two approaches to lesson planning. Three, the requirements and lesson-planning procedures experienced by preservice students in mentor teacher classrooms did not match experiences and expectations in teacher education programs. Implications for future research are discussed.