Pre-service teachers' knowledge construction in English lesson plan designs

Abstract

This study uses Malderez's and Bodoczky's (1999) framework to analyse the knowledge construction of 52 Taiwanese education majors who designed an English lesson plan for elementary school aboriginal children, and native Taiwanese students. The intertwined knowledge should include knowledge about the language, content knowledge, and pedagogical content knowledge. Such knowledge can be constructed among pre-service teachers through pre-service teacher education programs, interaction with local elementary schools, and through self-reflections of pre-service teachers' past learning and teaching experience. Three suggestions are provided to effectively help pre-service teachers develop knowledge construction in lesson plan design.