*Teaching Methods

This paper examines the relationship between pedagogy and subject matter specifically in the context,f the instructional planning provided by two alternative route programs. Instructional planning can be and often is taught to teacher candidates as a generic skill, yet in practice it must necessarily occur in the context of a subject. The paper describeg four examples of lessons teacher candidates received in instractional planning. Two of these occurred in the context of a curriculum. The fil3t portrayed instluctional planning as a matter of choosing instructional goals. The second portrayed instructional planning as a matter of arranging required subject matter into the available calendar spaces. The other two examyles were removed from any curriculum context. The first of these focused on a well-organizecl sequence for instruction, with the focus on packaging and presenting eP:h day's subject matter. The second portrayed instructional plannins; as a process that existed independent of subiect matter. A discussion is presented on the implications of such lessons for subject matter content. (JD) ************************************************************A********** Reproductions supplied by EDRS are the best that can be made from the original dormment. z*******************************************************