The capacity to plan cannot be
learned “from unguided classroom experience” and Initial Teacher Education
(ITE) programs tend to emphasize the provision of multiple opportunities for
students to observe, plan and practice diverse pedagogical approaches in diverse
settings. In this chapter, we present research
on planning in teaching and teacher education since the 1950s with the advent
of Tyler’s (1950) widely influential rational planning model. Our three guiding
questions are: (i) how has planning been studied, which aspects of planning are
emphasized in the literature? (ii) can we identify patterns or developments in
the literature over time? and (iii) how can insights from research on teacher
planning and learning to plan inform how ITE programs design learning
opportunities that enhance pre-service teachers’ competencies for planning? A
central idea in this chapter is how research has evolved from an individual
cognitive toward an ecological-situated framework – with the latter typically
theorized in terms of situated, socio-cultural and/or design sciences. We
conclude with three overarching observations: (i) planning as a process: steps,
decision making and uncertainty, (ii) planning as cultural activities requiring
differing competencies, and (iii) development of planning competence over time
in ITE and rest of professional life cycle.