ABSTRACT
This chapter considers how the mentor supports the knowledge required for the effective teaching of design and technology for beginning teachers, it is now time to think about how this can be applied to the planning of lessons and more explicitly practical sessions. It reflects on the process that underpins effective lesson planning in a practical environment. Expert-novice studies have shown that whereas the experienced teacher can see the ‘bigger picture’ and use this to help them plan, the beginning teacher engages with the short-term. The beginning teacher has so many things to learn, filter and undertake during the induction period before they start teaching. The concept of the beginning teacher moving towards planning a sequence of lessons is one that mentors can often worry about. From the mentor's point of view, there is no fixed time in the training year when this will become the next step in the beginning teacher’s practice.
