Teachers’ Professional Knowledge of Lesson Plans and Its Practices of Teaching

A Case of Quetta Secondary Schools

Abstract

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Teachers’ professional knowledge and its implementation are part and parcel of the comprehensive students’ academic achievements. This study aimed to assess the practice of teachers’ professional knowledge of lesson plans for teaching Pakistan studies at the secondary school level. The study's research design was descriptive, using a quantitative method. The total population of the study comprised 56 male teachers of secondary schools. The researcher used a convenience sampling technique to select 40 male teachers teaching Pakistan studies to classes 9 and 10. Data were collected through a five-point Likert scale questionnaire using Google Forms using SPSS version 25, and frequencies and percentages were computed. The study's findings reveal that while teaching Pakistan studies, teachers develop logically structured lesson plans that engage all students in the classroom according to students’ needs. It also focuses on the sequence of a single lesson and gives step-by-step instructions. However, it was also assessed that teachers do not identify clear learning objectives of the lessons, align content to appropriate cognitive skills, activities and assessment of lessons, use learning materials effectively in the classroom and plan various instructional strategies for different lessons. It is recommended that teachers be provided with professional training to improve their skills of developing lesson plan skills, and the teachers’ education programs impart different instructional strategies for teaching social sciences subjects.