.png){kind=icon}
.png){kind=icon}
Return
Lesson Design Proficiency
.png){kind=icon}
PRE
AI
DOI：10.1086/739112.png)
.png){kind=icon}
Original request for help.png){kind=icon}
Share.png){kind=icon}
Save
Abstract
En 中文
This study investigated the relationship between preservice teachers' self-evaluated lesson design efficacy, their actual lesson analysis proficiency, and their ability to construct new inquiry lessons for elementary social studies. Using a quantitative design, the findings revealed that at the beginning of the semester, most preservice teachers were more adept at adapting ready-made inquiry lessons than systematically reading and evaluating them. The lesson design efficacy and the proficiency in lesson analysis affect preservice teachers' ability to create inquiry-based lessons, although the influence varies at different stages of the inquiry design process. When designing new inquiry lessons at the onset, lesson design dispositions were the most fundamental factor. However, after receiving peer and instructor feedback and engaging in iterative lesson design practice, preservice teacher proficiency in evaluating lessons became a significant determinant of their ability to design new, high-quality inquiry-based instruction. Implications of teacher education and research are discussed.
Keywords:
FORMATIVE ASSESSMENT
NOVICE TEACHERS
PRESERVICE
KNOWLEDGE
EFFICACY
INQUIRY
HISTORY
Journal
E
IF:
1.4
Papers:
22
Citations:
2.3K