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John Peter D. (2006). « Lesson planning and the student teacher : Re‐thinking the dominant model ». Journal of Curriculum Studies, vol. 38, n° 4, p. 483–498. ISSN 0022-0272. En ligne : <http://dx.doi.org/10.1080/00220270500363620>. 
Added by: Catherine Reverdy (03 Oct 2014 17:10:23 Europe/Paris)
Resource type: Journal Article
DOI: 10.1080/00220270500363620
ID no. (ISBN etc.): 0022-0272
BibTeX citation key: John2006
Categories: Enseignants
Creators: John
Collection: Journal of Curriculum Studies
Views: 788/877
Views index: 12%
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URLs     http://dx.doi.org/ ... /00220270500363620
Abstract     
Rationalistic, technical curriculum planning has been the dominant model underpinning student teachers' lesson‐planning for a generation or more in England and Wales. In recent years, this process has become embedded in documents that direct initial training. The paper argues that this model leads to a limited view of teaching and learning as well as a restricted approach to learning to teach. Building on recent developments in socio‐cultural theory, an alternative, dialogical model of lesson planning is offered which not only emphasizes context‐dependency but also sees planning itself as a practice. This process is the key to developing reflective engagement across the different phases of the professional learning cycle
Added by: Catherine Reverdy  
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