Strategies for Lesson Presentation for Student Teachers

Abstract

The presentation of lessons is a cumbersome task for student teachers since they are inexperienced in presenting them.  Some, if not most, student teachers struggle with lesson presentations during teaching practice. Even though they have the requisite pedagogical knowledge, blending it with content knowledge in a classroom situation becomes a challenge. To solve this problem, this paper answers the following questions: What strategies can student teachers use to present lessons effectively? How can student teachers blend content and pedagogical knowledge in a classroom situation? This paper sought to propose strategies for student teachers in this regard.  It was framed using pedagogical content knowledge (Shulman, 1987), which merges pedagogical and content knowledge. The proposed strategies advocate for an inductive approach, which puts learners at the centre of learning through active engagement and involvement. These strategies guide student teachers on how to blend content and pedagogical knowledge when teaching during teaching practice. They elucidate how to present a lesson considering all the stages of lesson presentation, including introduction, presenting a lesson, and conclusion. This paper is clear on how to handle each lesson presentation stage and provides examples that clarify how to engage with each  such stage.