Universität zu Köln

Koenig, Johannes and Rothland, Martin (2022). Lesson planning competence Empirical approaches and findings. Z. Erziehwiss., 25 (4). S. 771 - 814. WIESBADEN: SPRINGER VIEWEG-SPRINGER FACHMEDIEN WIESBADEN GMBH. ISSN 1862-5215

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Abstract

Currently, an area of empirical educational research has been emerging that focuses on lesson planning as a relevant, specific task of the teaching profession. For this, concrete cognitive abilities and skills are designed, with references to existing research traditions and paradigms. 19 approaches-based on 44 publications-can be identified and described using a work definition of 'lesson planning competence'. Four methodological strands are used to structure the present review of developed measurement instruments and so far published empirical findings: self-reports, analysis of written lesson plans, vignette test, planning knowledge test. Conceptually, approaches have inner differentiations of content areas or dimensions, but their terminology varies. Test-diagnostic expectations regarding psychometric quality of developed approaches are fulfilled to varying degrees. Findings of some studies show that lesson planning competence can be empirically separated from established facets of teacher professional knowledge. Future teachers can acquire lesson planning competence according to studies using measurements during teacher education, however, evidence for the effectiveness of learning opportunities during teacher education for lesson planning competence remains a research desideratum. Findings on the correlation with instructional quality allow first insights into predictive validity of a small number of approaches. But there is a lack of systematic research on the relation between lesson planning competence and characteristics of process and outcome quality of teaching. Implications for future research are discussed.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Koenig, Johannes UNSPECIFIED UNSPECIFIED UNSPECIFIED Rothland, Martin UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-667550
DOI:	10.1007/s11618-022-01107-x
Journal or Publication Title:	Z. Erziehwiss.
Volume:	25
Number:	4
Page Range:	S. 771 - 814
Date:	2022
Publisher:	SPRINGER VIEWEG-SPRINGER FACHMEDIEN WIESBADEN GMBH
Place of Publication:	WIESBADEN
ISSN:	1862-5215
Language:	German
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language TEACHERS PEDAGOGICAL KNOWLEDGE; PROFESSIONAL COMPETENCE; STUDENT-TEACHERS; EDUCATION; JUDGMENTS; PLANS Multiple languages Education & Educational Research Multiple languages
URI:	http://kups.ub.uni-koeln.de/id/eprint/66755