Including Lesson Planning as a Task

Formalization and Externalization as Modes of Student Problem Solving

Abstract

In this contribution, processes of lesson planning in teacher education are analyzed in a reconstructive way, following the perspective of research on educational pathways. The data basis are transcribed audio recordings of group work phases in a university seminar in which students have planned inclusive lessons for practice purposes based on different didactic models. The students' own logical modes of dealing with institutional tasks in a university context are reconstructed, which are accompanied by fundamental problems of action in lesson planning on the one hand and the challenges of concretizing general guiding ideas of inclusion in terms of institutional issues and didactics on the other one. In this sense, methodological challenges of lesson planning research are discussed in focusing general teacher education research.