Teachers’ Competence in Lesson Planning: Deep Learning within Danielson’s Framework

Abstract

This study explores teachers’ competence and professional performance in lesson planning under the Indonesian National Curriculum, focusing on Domain 1 (Planning and Preparation) of Danielson’s Framework and the integration of deep learning. Conducted as a qualitative case study at a rural senior high school in Southeast Sulawesi, data were collected through lesson plan analysis, classroom observation, and semi-structured interviews with seven teachers, including two English teachers. Findings indicate that teachers possess strong content knowledge and pedagogical skills but face challenges in addressing learner diversity, designing differentiated instruction, integrating higher-order thinking, and developing authentic assessments. Classroom observations revealed uneven student participation and low engagement, while lesson plans showed partial alignment with Danielson’s Domain 1 but lacked coherence and measurable objectives. These results suggest that teachers need stronger institutional support, access to diverse resources, and ongoing professional development to implement deep learning effectively. The study contributes to bridging the gap between curriculum expectations and classroom realities, offering practical implications for teacher training and curriculum implementation in rural Indonesian schools.