Developing a Questionnaire to Uncover Teachers’ Thinking in Instructional Planning

Abstract The planning of instruction is one of the most essential skills needed for professional teaching. However, it turns out that it is quite a difficult task for researchers to ascertain the skills and strategies that teachers use when planning instruction. One of the main reasons for this is the complicated nature of the planning process itself, which means that the real class activities are interactive and mostly not fully predictable and, therefore, are not planned ( Yinger & Hendricks-Lee, 1998 ). The aim of the study is tomodel instructional planning as a three-phase interactive process and to create a questionnaire to investigateexperienced teachers’thinking oninstructional planning in Estonian school conditions.