Interrogating the lesson plan in a pre-service methods course : evidence from a university in Kenya

This article reports on research that examined how the content of a History methods course, taught in a university in Kenya, influenced student teachers' lesson planning and pedagogical skills. A lecture on a lesson plan, micro-teaching lesson plan documents and presentations were examined to d...

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Bibliographic Details
Published in:The Australian journal of teacher education 2015-01, Vol.40 (4), p.12-34
Main Authors: Simwa, Kefa L, Modiba, Maropeng
Format: Article
Language:English
Subjects:
Case Studies
Foreign Countries
History
History Instruction
Kenya
Knowledge base for teaching
Lecture Method
Lesson Plans
Methods Courses
Microteaching
Observation
Pedagogical Content Knowledge
Postsecondary education
Preservice Teacher Education
Secondary school curriculum
Student teachers
Teacher Competencies
Teaching methods
Teaching process
Teaching skills
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Summary:This article reports on research that examined how the content of a History methods course, taught in a university in Kenya, influenced student teachers' lesson planning and pedagogical skills. A lecture on a lesson plan, micro-teaching lesson plan documents and presentations were examined to determine student teachers' preparedness for teaching the History and Government (H and G) secondary school curriculum in Kenya. A case study was employed including lesson observations, interviews and document analysis. The findings demonstrate that focusing on parts of a lesson in lesson planning in the lecture may have derailed student teachers from developing the pedagogical content knowledge (PCK) that is likely to enable them develop competences that are expected for teaching H and G. [Author abstract]
ISSN:0313-5373
1835-517X
1835-517X
DOI:10.14221/ajte.2015v40n4.2