LESSON PLANNING PRACTICES OF ALBANIAN LANGUAGE TEACHERS IN LOWER SECONDARY EDUCATION IN KOSOVO
DOI:
https://doi.org/10.18623/rvd.v23.6069Keywords:
Lesson Planning, Teaching Practices, Curriculum Requirements, Teacher Challenges, Lower Secondary EducationAbstract
Lesson planning represents a fundamental component of the educational process, through which the teacher defines objectives, learning outcomes, and the activities carried out during the lesson. The purpose of this study is to analyze lesson planning practices and their content in relation to curriculum requirements, as well as to identify the challenges faced by Albanian language teachers in lower secondary schools in Kosovo. The study was conducted in 15 lower secondary schools in the Pristina Region, selected randomly, involving 30 Albanian language teachers. Data were collected through a structured questionnaire and the analysis of lesson plans prepared by the teachers. The research findings indicate significant difficulties in fulfilling key components of the planning model, such as: formulating learning outcomes, defining success criteria, integrating cross-curricular links, planning assessment, and reflecting on the teaching process. These challenges are evident both in the analysis of lesson plans and in teachers’ perceptions. As a result, there is a tendency to use or reuse ready-made lesson plans, often not aligned with curriculum standards. To improve lesson planning practices, continuous professional support for teachers is recommended, including training and other forms of development. It is also suggested to review existing planning models and develop more flexible formats that are better oriented toward pedagogical content. The findings of this study may contribute to improving the quality of teaching and the more effective implementation of the curriculum in lower secondary education in Kosovo.
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