Using collaborative lesson-preparation for developing EFL prospective teachers’ lesson plan quality and pedagogical performance

Abstract EN

The present study is an attempt to investigate the effect of Collaborative LessonPreparation (CLP) on developing EFL prospective teachers’ lesson plan quality and pedagogical performance.

The study used a pre-posttest experimental and control group design.

The study participants were (n=42) voluntary fourth year English majors at the Faculty of Education, October 6 University, Egypt.

The participants were randomly divided into two equal groups.

To collect the data for the study, a pre-post lesson plan quality evaluation checklist, a collaborative lesson-preparation training program and a pre-post pedagogical performance observation sheet were designed and implemented.

Before the intervention, the quality of the participants’ lesson plans was pre-evaluated and their pedagogical performance was pre-observed.

While the experimental group participants (n=21) were exposed to the suggested training program, the control group participants (n=21) received their regular instruction and monitoring.

Results revealed that the quality of the lesson plans of the experimental group participants was higher than that of the control group and the pedagogical performance of the experimental group was better than that of the control group.

Moreover, there was a positive correlation between EFL prospective teachers’ lesson plan quality and their pedagogical performance effectiveness.

Thus, it could be concluded that using collaborative lesson-preparation was effective in developing EFL prospective teachers’ lesson plan quality and pedagogical performance.