Constance K. Knop (Ph.D., University of Wisconsin-Madison) is Associate Professor of French and Curriculum and Instruction at the University of Wisconsin.
Developing Student Teacher Skills in Lesson Planning and Self-Critiquing
Article first published online: 31 DEC 2008
© 1979 American Council on the Teaching of Foreign Languages
Foreign Language Annals
Volume 12, Issue 6, pages 477–484, December 1979
How to Cite
Knop, C. K. (1979), Developing Student Teacher Skills in Lesson Planning and Self-Critiquing. Foreign Language Annals, 12: 477–484. doi: 10.1111/j.1944-9720.1979.tb00213.x
- Issue published online: 31 DEC 2008
- Article first published online: 31 DEC 2008
- Cited By
ABSTRACT During their practicum, student teachers seem to move through three phases of development, each requiring different types of training and guidance from the cooperating teacher and supervisor. In phase one, “Mastery of Basic Instructional Techniques,” student teachers feel inadequate about the mechanics of planning and presenting different kinds of lessons. Performance criteria for specific lessons will guide them in observing their cooperating teachers, in planning such lessons, and in classroom microteaching. In phase two, “Developing Sensitivity to Pupil-Teacher Interactions,” when student teachers are concerned about teacher and student activity during an entire class period, they may use different instruments to analyze the dynamics, behaviors, interactions, and learning that occurred. Finally, in phase three, “Overall Analysis and Evaluations of Teaching Effectivenes,” gathering data on teacher/student activities and interactions will aid student teachers in looking for recurring patterns of behavior that need changing to improve learning and those behaviors that were effective. All the activities and instruments presented are useful for student teachers in their practicum training and for experienced teachers in self-evaluation.