nderstand the role of language in the learning process as supported by McConachie and Petrosky (2010) who claim that “content knowledge cannot be separated from the language to represent it” (p.4). Van Lier and Walqui (2012) also stress the importance of content language by asserting that student comprehension of numerical, graphical and algebraic illustrations is in many cases a product of verbally working out the problems the help of a teacher or peer then articulate such understanding through language.
However, even as student’s grasp of the technical language is important, this must be enabled through a well-prepared lesson plan. Therefore, giving student teachers adequate time and flexibility to assess student needs is essential as it allows a teacher to undertake adequate background check on students’ prior academic learning. A teacher trainee can also undertake a reconciliation of state standards and the various developmental, personal and cultural dispositions of the students in order to create teaching resources and approaches that reflect to specific needs of the students (Feiman-Nemser, 2003). Although the requirements of the New York education department through the curriculum provides important guidelines for a teacher to identify essential teaching and learning experiences for the learners, there are some differences at the level of school and individual students that must be considered when planning for a lesson. Therefore, the requirements for a lesson plan provide teachers with the power to determine complexities that might require changes for them to be implemented successfully.
Videotaping of the teaching process helps in creating evidence that the teaching process actually took place. However, this has no real value to educators especially since it provides room for teacher trainees to edit the content until they feel they have a perfect copy. Therefore, the videotape can be considered as being unnecessary for educators, as there are