Structuring lessons as an aspect of pre-service teachers’ planning competence: A scaling-up analysis

Abstract Lesson planning is an essential part of teachers’ daily work. In this study, we focus on structuring as aspect lesson planning, which generally can be defined a clear, recognizable organization instruction into individual phases and segments in the teacher gradually builds up complexity knowledge to acquired ensures smooth flow through appropriate sequencing. previous study (Krepf König press), conceived planning. To test validity reliability study’s findings, scaling-up was conducted determine whether could modelled reliably using different larger sample. 310 written plans created by pre-service teachers during induction (172 at T1 [first plan]; 138 T2 [last plan/state examination]) from North Rhine-Westphalia (NRW) Berlin derived PlanvoLL‑D project (König et al. 2020a, 2020b) comprised data. The were evaluated content analysis deductively formed categories. Afterward, coding quantified analyzed item response theory (IRT) scaling. results indicated that two subscales separated terms content: “contextualization” scale “phasing” scale. Furthermore, three explication levels distinguished. Measures structure increased significantly with practical relevance. This contributes research modelling measuring competence.