2025 Volume 49 Issue 2 Pages 145-156
Lesson plans are an externalization of lesson design. This study analyzes how pre-service teachers apply their knowledge toward their lesson plans as they revised their lesson plans for trial science lessons. Further, it examines teachers’ ability to plan suitable lessons. At the end of the semester in third year, the teachers were required to revise the lesson plans they prepared for the first trial lesson, after which a science teacher T and education researcher P analyzed what types of “teachers’ knowledge” were used and assessed teachers’ ability to plan appropriate lessons. The study identified five key points. First, when revising the lesson plans, the pre-service teachers utilized three complex teacher knowledge groups, namely, “domains A to C” frequently, especially “domain C.” Second, the higher their achievement level, the more teacher knowledge they incorporated into their lesson plan revisions. Third, pre-service teachers in high-performing groups were thought to have used and constructed their knowledge without bias. Fourth, the middle-performing group, in particular, used “Domain C” more often and examined it in relation to teaching methods and students. Fifth, the lack of bias in teachers’ knowledge areas in the lower-performing groups suggests that improvements in lesson plans needed to be made across all teachers’ knowledge areas, rather than in specific teachers’ knowledge areas.
