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Beginner Teachers' conceptions of a successful lesson in English Secondary schools: structure and implications

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. (In press).

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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
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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