Durden, GP;
(2019)
Beginner Teachers' conceptions of a successful lesson in English Secondary schools: structure and implications.
Teaching and Teacher Education
, 77
pp. 10-18.
10.1016/j.tate.2018.09.013.
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Abstract
This phenomenographic study describes qualitative differences in Beginner Teachers' (BTs') conceptions of a phenomenon central to their routine experience of teaching: the successful lesson. Conceptions were found to be comprised of two independently related components, the structure of the successful lesson and its purpose. Evidence on the structure supports the adoption of a systems approach to BTs' thinking about lessons. Evidence on purpose confirms previous research into conceptions of learning. It was found that a sophisticated understanding of learning is not sufficient to ensure a sophisticated understanding of a successful lesson. These results add to teacher educators’ pedagogical content knowledge.
| Type: | Article |
|---|---|
| Title: | Beginner Teachers' conceptions of a successful lesson in English Secondary schools: structure and implications |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1016/j.tate.2018.09.013 |
| Publisher version: | http://dx.doi.org/j.tate.2018.09.013 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Phenomenography, Conceptions of teaching, Conceptions of learning, Lessons |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10057257 |
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