Abstract
The purpose of this study was to examine preservice teachers' perspectives of learning to plan within a Vygotskian-designed, reflective teacher education program. Course work and field work centered around planning, implementing, and evaluating an interdisciplinary unit structured to promote preservice teachers' discourse and reflection of preactive, interactive, and postactive planning. Case studies of preservice teachers' self reports indicated concerns for individualized learning and teaching, a need for content knowledge, and an awareness of the impact of their teaching on student learning. The unit project allowed them to make curriculum decisions and revisions in a classroom and to reflect on the technical and conceptual aspects of teaching discussed in their methods courses. A redefinition of the practicum experience and its implications to teacher education are discussed.
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