Curriculum, Instruction, and Special Education
It is often suggested that preservice teachers who are trained to develop a lesson plan will, with equal acumen, be able to implement that plan. The purpose of this study was to test this assumption. Twenty-six preservice teachers in an early childhood practicum developed and implemented a mathematics lesson plan. The lesson plans were evaluated according to specific criteria set forth in the National Council of Teachers of Mathematics' Curriculum and Evaluation Standards for School Mathematics using a weighted checklist. The implementation of each plan was also assessed using a Likert Scale reflective of similar criteria. A correlation between the scores on the lesson plan checklist and the scores on the observation checklist was not significant. The findings suggest that it cannot be assumed preservice leachers will automatically make the transition from written lesson plan to classroom implementation of those plans.
Scheffler, A. J.
(1992). Examining an Assumption of Linkage Between Lesson Planning and Implementation. Education, 113(1), 74-79.
Available at: http://aquila.usm.edu/fac_pubs/6908