Rationalistic, technical curriculum planning has been the dominant model underpinning student teachers’ lesson‐planning for a generation or more in Nigeria. In recent years, this process has become embedded in documents that direct initial training. The research project topic 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.
1.1 Introduction
In this section, the Impact of Lesson Planning and the Student Teacher; Problems and Solutions is discussed, with relevant and recent citations. As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the aim and objectives of the study. Others are significance of the study, scope of work, research hypothesis and questions, limitation of the study and definition of terms.