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dc.contributor.authorBartlett, Brendanen_US
dc.contributor.authorLiyanage, Indikaen_US
dc.date.accessioned2017-04-04T18:48:21Z
dc.date.available2017-04-04T18:48:21Z
dc.date.issued2010en_US
dc.date.modified2010-08-06T07:22:33Z
dc.identifier.issn0742051Xen_US
dc.identifier.doi10.1016/j.tate.2010.03.006en_AU
dc.identifier.urihttp://hdl.handle.net/10072/33323
dc.description.abstractLesson planning and implementation of those plans are complex and cognitively demanding for English Language Teacher trainees preparing for the profession. Many find it difficult to develop a lesson holistically and to maintain alignment across aims, procedural steps, and evaluation when planning and implementing a lesson. We attempted to address this problem by establishing a model of trainees' action that included their deliberate metacognitive structuring of a lesson both in planning and review phases. Data from a first exploration of student thinking elicited by the model indicate positive shifts in trainees' holistic thinking and a student-centeredness in the critical perspectives they took in both planning and review.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherElsevieren_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom1362en_US
dc.relation.ispartofpageto1371en_US
dc.relation.ispartofissue7en_AU
dc.relation.ispartofjournalTeaching and Teacher Educationen_US
dc.relation.ispartofvolume26en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchComparative and Cross-Cultural Educationen_US
dc.subject.fieldofresearchEnglish as a Second Languageen_US
dc.subject.fieldofresearchcode130302en_US
dc.subject.fieldofresearchcode200303en_US
dc.titleFrom autopsy to biopsy: A metacognitive view of lesson planning and teacher trainees in ELTen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.date.issued2010
gro.hasfulltextNo Full Text


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