The purpose of this study is to reveal how the development of teacher candidates' knowledge of student is affected by the Teaching Practice course, which presents the opportunity to systematically analyze and reflect learningteaching activities based on video recordings. The classes were conducted in the usual way with the first group of 12, whereas with the second group of 12-formed voluntarily-the lesson analysis framework was integrated. A test consisted of 8 open-ended items was used to evaluate teacher candidates' knowledge of learner. In conclusion, teacher candidates participated in lesson analysis integrated Teaching Practice course performed much better in both identifying learning difficulties and putting forward suggestions. It could be proposed that the Teaching Practice course should be organized with the teacher candidates doing lesson analysis on their own practices.
One of the goals of this research is to investigate how lesson analysis activities for the School Experience course supported the development of teacher candidates' knowledge of teaching. The second goal of this research is to reveal how applications involving lesson analysis reflected on the teacher candidates' teaching practices. Designed as qualitative research, the study was conducted with elementary mathematics teacher candidates. The data collection tools were the candidates' lesson analysis reports and end-of-term assessment reports, video recordings of the candidates' teaching practices, classroom observation, field notes, and interviews conducted with the candidates. The data were analyzed by means of content analysis method. The study concluded that the lesson analysis activities supported the creation of a consciousness that teacher candidates should consider a lesson in mathematics teaching from the point of view of the student. Besides, it was observed that the candidates started noticing when the learners understood easily, or had difficulty, and to what should pay attention when teaching. Suggestions have been made to make the School Experience course more effective in the teacher training process.
The limit, at the center of almost all subjects of analysis and general mathematics, is also covered in science teaching program. Even though the limit is more important for mathematics to be fully acquired in the mind, it has undeniable importance in different fields of science such as physics, chemistry, and biology. The fact that the concept of limit is mostly taught through graphs and algebraic operations in the general mathematics course instructed in the science teaching program renders it significant to examine pre-service teachers' graphical and algebraic understanding levels. Accordingly, the aim of this study is to examine pre-service science teachers' graphical and algebraic understanding levels concerning the concept of limit. The participants of the study are pre-service teachers in the first year of a science teaching program. Data were collected through an open-ended exam. The data were analyzed by graphical and algebraic understanding categorical scoring charts and are presented based on frequencies and percentages for indicators of each understanding level. The study found the pre-service teachers' graphical understanding of the concept of limit to be higher than their algebraic understanding. We think that the results obtained in this study will give faculty members an idea about teaching practices related to the concept of limit.
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