Improving VET student teachers' lesson planning competence: the analogy between lesson planning and scriptwriting for anchored instruction films

Learning how to plan a lesson is an important element of student teachers’ professional development. There is a vast range of theories, models and guidelines to support this learning process. However, their theoretical bases, empirical evidence and practical benefits vary considerably. Moreover, lesson planning is frequently neglected by teacher education research. The evidence-based approach presented in this paper focuses on the improvement of the lesson planning competence of vocational education and training (VET) student teachers from a business and economics didactical perspective. The innovative idea of this concept is an analogy between lesson planning and scriptwriting for anchored instruction films. The accompanying research project hypothesises that students should plan more subject didactically based and sophisticated. Moreover, it can be assumed that they also focus the learning processes of individuals and their interactions