Beginner Teachers' conceptions of a successful lesson in English secondary schools: structure and implications

This phenomenographic study describes qualitative differences in Beginner Teachers' (BTs') conceptions of a phenomenon central to their routine experience of teaching: the successful lesson. Conceptions were found to be comprised of two independently related components, the structure of the successful lesson and its purpose. Evidence on the structure supports the adoption of a systems approach to BTs' thinking about lessons. Evidence on purpose confirms previous research into conceptions of learning. It was found that a sophisticated understanding of learning is not sufficient to ensure a sophisticated understanding of a successful lesson. These results add to teacher educators' pedagogical content knowledge.