This study explores the lesson planning competencies and challenges faced by pre-service English teachers. Using a mixed-method approach, data were collected through self-assessment surveys and focus group interviews among fourth-year university students. Findings revealed that while most participants demonstrated adequate understanding of general planning components such as setting objectives and time allocation, they experienced significant difficulties in more complex tasks. These include developing assessment criteria, designing differentiated tasks, and applying modern planning models such as UDL and SIOP. The study emphasizes the need for additional methodological training to enhance their planning effectiveness.
| Mualliflar | Махкамова , Дилшода |
|---|---|
| Jurnal | Lingvospektr |
| Nashr sanasi | 2025-07-04 |
| Jild | 6 |
| Son | 1 |
| Betlar | 291-296 |
| Til | Ingliz |
Будущие учителя, планирование уроков, педагогическая компетентность, дифференцированное обучение, UDL, SIOP, таксономия Блума, трудности оценки, Pre-service teachers, lesson planning, teacher competency, differentiated instruction, UDL, SIOP, Bloom’s taxonomy, assessment challenges
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