ABSTRACT
It is commonly acknowledged through educational studies that teachers’ lesson planning is important (e.g., Fernandez & Yoshida, 2004; Li, Chen & Kulm, 2009; Ying, 1980). The importance of lesson planning can be argued in terms of the complexity of classroom instruction that teachers normally face (e.g., Ying, 1980), and demonstrated through consistent variations between teachers’ planning and their classroom teaching behavior (e.g., Hogan, Rabinowitz, & Craven, 2003; Leinhardt & Greeno, 1986). In reality, however, teachers across educational systems take different stands in valuing and making lesson plans (e.g., Blömeke et al., 2008). For example, O’Donnell and Taylor (2006) observed that in the United States, “Lesson planning is central to good teaching, and yet is also the butt of many jokes by teachers: Its purpose is seen as pleasing others, such as university supervisors or principals” (p. 272). Possible differences in teachers’ practices and views about lesson planning suggest the need and importance of identifying and examining effective practices in teachers’ lesson planning that can help lead to high-quality classroom instruction.
