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dc.contributor.author Manyarara, Barbra C.
dc.date.accessioned 2018-02-20T15:45:58Z
dc.date.available 2018-02-20T15:45:58Z
dc.date.issued 2015
dc.identifier.citation Manyarara, B.C. (2015). Lesson planning for teacher effectiveness. Namibia CPD Journal for Educators, 2(1), 76-87. en_US
dc.identifier.uri http://hdl.handle.net/11070/2151
dc.description.abstract Well planned lessons enable learners to learn better and to develop better attitudes towards their work. The paper emanates from formal observations of the University of Zimbabwe Graduate Diploma in Education (Grad. D. E.) student teachers on three months teaching practice attachment. Many student teachers were found to be clearly on the path to becoming effective teachers but a sizeable portion, about 20-25%, were thought to be experiencing problems. In their planning of lessons, a wide range and variety of problems were noted. These include lack of real appreciation of the need to plan lessons, lack of the understanding that in order to be effective teachers they had to deploy different pedagogic approaches to meet the learning needs of the subject, inability to address lesson objectives and to match the maturity and social milieu of the learners in their care. Thus it is hoped that this paper may stimulate more interest in educators and student teachers alike beyond these student teachers passing or failing the teaching practice component to preparing really effective practitioners. en_US
dc.language.iso en en_US
dc.publisher University of Namibia en_US
dc.subject Lesson planning en_US
dc.subject Teaching practice en_US
dc.subject Pedagogic approaches en_US
dc.title Lesson planning for teacher effectiveness en_US
dc.type Article en_US


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