Selected papers on theoretical and applied linguistics
Doi
Abstract
This article reports the findings of a study that investigated student teachers’ decision-making skills when deciding to depart from their lesson plan during their practicum. In an attempt to detect the impact of teaching practice on student teachers’ decision-making skills, a questionnaire was administered prior to the course, inquiring about their potential course of action in relation to changes implemented in their lesson planning but also probed into the same issues at the end of their teaching practice. The findings indicate that student teachers diverted from their lesson plans when the situations called for such changes, and that the actual teaching impinged upon their decision-making skills
