A case study of a contemporary secondary school English teacher is presented and compared with prior research about teacher planning. Drawing on his rich content knowledge, this teacher's long-range pre-active planning is his major form of planning when he develops interconnected themes for the course, selects literature, and develops curriculum materials for it employing technology. Because this case differs substantially from prior research, a call is made for more studies of teacher planning.
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McCutcheon et al. (2002) studied this question.
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