TPACK is a prominent model of teacher expertise for effectively teaching with digital technologies. While numerous studies have investigated teachers’ TPACK by means of self-report surveys, its ...relation to more objective outcomes like lesson planning has only recently come into focus. The aim of this study was to investigate whether differences in use of digital technologies in lesson plans are related to self-reported TPACK. Lesson plans of 173 pre-service teachers were coded for whether or not they included the use of digital technologies as well as for whether this use was intended for teachers or students. Independent t tests and ANOVAs were used to compare individual TPACK components among groups. Subsequently, unique profiles of all TPACK components were identified using cluster analyses and investigated for group differences via cross tabulation. Logistic and multinomial regressions were conducted to investigate the relations between TPACK profiles and technology use controlling for gender, age, and subject group. Overall results showed no significant group differences for either individual TPACK components or for the two- and five-cluster solutions of TPACK profiles. Subject group emerged as the only significant predictor and STEM pre-service teachers showed positive relations of TPACK components and technology use in lesson plans.
•Self-reported TPACK is compared with coded technology use in lesson plans.•Different TPACK profiles emerge from clustering of subscales.•TPACK profiles are unrelated to technology use in lesson plans.•Differences in technology use found for subject groups, but not for gender or age.•STEM pre-service teachers showed positive relations of TPACK and technology use.
Lesson planning is a core part of teachers' professional competence. Written lesson plans play a significant role in science teacher education as a preparation for demonstration lessons during the ...final teacher certification exam. However, the few existing scoring rubrics on lesson plans are not particularly theoretically sound and are barely tested for the validity of score interpretations. In response to the demand for transparent and applicable criteria, we developed the rubric to assess science lesson plans (RALP) to assess science teachers' lesson plan quality. We employed a mixed‐methods approach: First, we present multiple sources of validity evidence (based on test content, internal structure, relations to other variables, and consequences of testing) as mainly quantitative indicators for the quality of the RALP. Based upon that, we applied the RALP to lesson plans written by preservice and trainee science teachers (N = 100) and provided a qualitative analysis of six cases to illustrate common patterns in these lesson plans. Results indicate that teacher educators consider the RALP criteria (N = 24) relevant and objectively applicable. Correlation analyses of the scores and two teacher educators' holistic quality assessment of all lesson plans provide convincing evidence that the RALP can discriminate lesson plan quality levels. Moreover, comparisons between preservice science teachers and trainee science teachers reveal that trainee teachers score significantly higher than preservice teachers, indicating that the RALP is sensitive to differences in teaching and planning experience. The application and in‐depth analysis of three criteria of the RALP illustrate these differences in levels of planning quality. We discuss possible applications of the RALP in science teacher education and research in science teaching.
In line with 21st-Century learning, the 2013 Curriculum highlights the development of critical thinking, problem analysis, problem-solving, decision making, and creating something new. Professional ...teachers need to facilitate students in developing these abilities. This research describes how the teachers plan the higher-order thinking skills (HOTs). This research is qualitative research with a descriptive design. The respondents were four teachers with 0-40 years of teaching experience. The data were collected qualitatively through documentation and interviews. The results showed that HOTs were not clearly expressed in the teacher's lesson plans at teaching experience levels of 0 to 10 years and 10 years to 20 years. Teachers with 20 to 30 years of teaching experience and 30 to 40 years of experience have expressed HOTs explicitly and completely in all parts of the lesson plan. Teachers have an important role in facilitating higher-order thinking skills that can be seen through the lesson plans. The lesson plan must describe the development of higher-order thinking skills holistically. Teachers need to review each lesson plan to be coherent in every part and relevant to 21st-century learning.
The lesson plan was a stage of instruction that regulates learning activities in the
classroom that can have a positive impact on students' abilities in certain subjects. The purpose of this study ...was to identify the need for lesson plans in essay writing courses through the Common European Framework of Reference for Languages. The study used a qualitative approach through the descriptive method. Participants were students in the 3rd semester of 2020/2021 and lecturer. It was conducted in Arabic Language Education at the State University of Jakarta. Data is taken from the document, interview, and questionnaire. The data analysis process used data reduction, data display, and taking a conclusion. The results show that the lesson plans that have been made still have weaknesses and do not meet the Arabic language mastery standards from the Common European Framework of Reference for Languages (CEFR) standards. However, the results of the study have implications for the level of understanding of the lecturer related to the concept of a lesson plan that must be designed to suit the needs of students, the current situation, and also students' understanding of each mastery of the material being studied.
The purpose of this study was to, first, examine the potential of lesson plans (LPs) of preservice science teachers (PSTs, N = 631) as a source for gathering rich data on their pedagogical content ...knowledge (PCK) and, second, qualitatively describe PSTs’ reasons for the level of data richness in their LPs on PCK. PSTs’ handwritten LPs were analyzed through an analytic rubric, and semi-structured interviews were conducted with 79 randomly selected PSTs. Results revealed a range of the level of data richness of the PSTs’ LPs on PCK and five descriptive categories about the PSTs’ reasons for the richness of LP data on PCK. The study implies that researchers should consider the inclusion of the LP as a valid tool in their triangulation design; however, they should weigh the factors that influence the collection of rich data in their PCK studies to triangulate findings better to portray a holistic picture of PCK.
This research aimed to find out the variations of teaching and learning based on Bloom’s Taxonomy, this research focused on the classroom learning activities in the lesson plans. This research ...employed a descriptive qualitative study. The subject of the research was nine lesson plans that developed by teahers at SMPIT IQRA. The data of this research was the classroom learning activities were classified the variations of teaching and learning based on Bloom’s Taxonomy stated in the 2013 Curriculum. The first finding showed that, there were some variations in classroom learning activities of lesson plans. By three domains of learning based on Bloom’s Taxonomy, those are Cognitive, Affective and Psychomotor. The teachers were fulfilled the criteria of learning activities in lesson plans. But, the lesson plans still need to increase and remake the team of lesson plans system, because the lesson plans that used by teachers were same to each class in the same level.
In preparing a Lesson Plan, a mathematics teacher should pay attention to pedagogical principles, including general and mathematical pedagogy. Teacher knowledge related to these two pedagogies is ...called Pedagogical Content Knowledge (PCK). This study aims to analyze the PCK of a mathematics teacher at a junior high school in Kebumen when preparing lesson plans and carrying out learning activities on Ratio Topics. This study used a qualitative research method with a case study design. The teacher’s PCK analyzed in this study was divided into two parts: general pedagogical knowledge and mathematical pedagogical knowledge. The results showed teachers' general pedagogical knowledge when learning was more complete than when compiling lesson plans. Likewise, in mathematical pedagogy, the teacher's mathematical pedagogy knowledge when carrying out education is better than when compiling lesson plans. This also indicates a mismatch between the lesson plans compiled by the teacher and the learning activities he carried out. Therefore, in compiling lesson plans, teachers are advised to pour all pedagogical content knowledge that they have so that the lesson plans are by the learning activities carried out by the teacher so that the entire learning process can be carried out more optimally.
How teachers use technology efficiently in their classes is an important issue because learning environments are also affected by rapid developments in instructional technology. In the current study, ...we investigated how designing an inquiry-based technology-enhanced lesson plan on the virtual platform influences the TPACK (Technological Pedagogical Content Knowledge) self-efficacy of pre-service teachers and also how they integrated educational technology into their lesson plans. A total of 38 undergraduate students at a teacher education programme participated in the study. Data were gathered by the self-efficacy scale and the lesson plans developed by the pre-service teachers. The findings revealed a significant increase in the TPACK self-efficacy of the pre-service teachers after they designed an inquiry-based technology-enhanced lesson plan on the virtual platform. Besides, lesson plan analysis showed that pre-service teachers generally followed the phases of inquiry-based learning and integrated online scaffolding tools and virtual laboratories into their plans at a moderate level.
In Indonesia, PPG (Pendidikan Profesi Guru/Teacher Professional Development) program is designed for in-service teachers to develop their competence and professionalism to meet national education ...standards. This program requires participating teachers to take UKMPPG (Uji Kompetensi Mahasiswa Pendidikan Profesi Guru/Competence Test for Teacher Professional Development) which covers both UP (Uji Pengetahuan/Knowledge Test) and UKIN (Uji Kinerja/ Performance Test). This study aims to examine teachers’ performance in UKIN test held by LPTK (Lembaga Pendidik dan Tenaga Kependidikan/Teacherand Academic Staff College) UIN Sunan Gunung Djati. Data was collected using observation and documentation techniques. Data analysis was done using a qualitative descriptive method. The results showed that LPTK UIN Sunan Gunung Djati has provided good facilities to support the implementation of the PPG program. There are eight types of subjects tested in UKIN. There are differences in scores between classes in the UKIN test which shows variations in scores for each class with a total of 11 class intervals. The passing score for the UKIN test in 2021-2022 is 99.56%. The results of this research are expected to contribute to policy making related to the implementation of PPG in the Ministry of Religious Affairs in Indonesia.
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