Student Teachers’ Experiences with English Lesson Planning At the University of Namibia; a Case of Khomasdal Campus

Margareth Ruhozu
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Margareth Ruhozu: University of Zambia

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3, 2256-2268

Abstract: This study explored the experiences of final-year student teachers of English Language at the University of Namibia (UNAM) when designing English lesson plans, specifically focusing on those preparing to teach Grades 4-7. Using an interpretivist approach and qualitative case study design, data were gathered through interviews with 21 participants. The study found that the participants faced both challenges and benefits when designing English lesson plans. The main challenges included the complexity and rigidity of the UNAM lesson plan template, difficulties in selecting appropriate content and teaching methods, and struggles with creating balanced class activities and test questions. The participants reported increased clarity in identifying learning objectives, greater confidence in selecting teaching methods, and a better understanding of how to activate prior knowledge and reinforce key content, despite the challenges they faced. This study recommends that teacher educators provide more specific guidance on designing engaging introductions and conclusions in lesson planning, as both phases are crucial for stimulating student interest, reinforcing learning, and encouraging reflection. Clear instructions on how to activate prior knowledge through the introduction and consolidate learning through the conclusion will ensure greater student retention and engagement.

Date: 2025
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