The Role of a Structured Lesson Plan Framework in Developing Lesson Planning Skills: Pre-Service Turkish Language Teachers' Views

This study aimed to examine the role of a structured lesson planning framework in developing the lesson planning skills of preservice Turkish language teachers. The study was conducted using a basic qualitative research design and involved preservice Turkish language teachers enrolled in a teaching practicum course at a public university. Data were collected through semi-structured interviews and focus group discussions and analyzed using thematic analysis. The findings revealed that, compared with conventional lesson plans, structured lesson plans provided a more detailed, student-centered, and cognitively enriching framework. Participants reported that these plans enabled them to enter lessons better prepared, manage classrooms more effectively, and feel more confident and professionally competent as future teachers. The planning process was also found to foster higher-order cognitive skills such as analytical thinking, justification, inquiry, and the design of creative learning activities. Furthermore, the findings indicated that the framework contributed to strengthening participants’ professional identities, increasing their readiness for the teaching profession, and enhancing their reflective thinking skills. However, the detailed and time-intensive nature of the process posed challenges for some participants and highlighted their need for additional support in areas such as assessment and evaluation, curriculum literacy, individualized instruction, and technology integration. Overall, the findings suggest that the structured lesson planning framework contributes not only to the development of lesson planning skills but also to the cultivation of professional awareness and reflective thinking. These gains may be considered important outcomes that help preservice teachers enter the profession with greater confidence, preparedness, and professional insight.