Engaging Prospective Elementary Teachers in Lesson Study

Appova, Aina

doi:10.1080/10511970.2017.1388311

Cited by 5 publications

(8 citation statements)

References 11 publications

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“…The pre-service teachers stated that they had the opportunity to closely examine the mathematically incorrect answers of the children at the LS meetings, and that this was a very important opportunity. Appova (2018) also reported that LS contributed to the development of both content and pedagogical content knowledge of pre-service teachers.…”

Section: Introductionmentioning

confidence: 90%

“…More specifically, LS contributes to metacognitive skills, in terms of preparing a lesson plan (Burroughs & Luebeck, 2010;Lee, 2019;Pektas, 2014), designing a learning environment (Pektas, 2014), focusing on students' learning (Burroughs & Luebeck, 2010;Fernandez, 2005;Gunnarsdóttir & Pálsdóttir, 2011;Pektas, 2014), providing meaningful learning (Pektas, 2014), and supporting material use (Burroughs & Luebeck, 2010;Ishii, 2014), mathematical knowledge (Appova, 2018;Fernandez & Zilliox, 2011;Gunnarsdóttir & Pálsdóttir, 2011;Suh & Parker, 2010), and professional development process of pre-service teachers. In short, pre-service teachers who learn and experience a lot with each other and learn lesson plans in real teaching environments learn to teach (Fernandez, 2005;Gunnarsdóttir & Pálsdóttir, 2011;Murata & Pothen, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…On the other hand, the types of LS to participant profiles are LS with knowledgeable others and LS without knowledgeable others. In some LS groups, knowledgeable others may also be involved in the process in order to support the LS of teachers and/or pre-service teachers (Appova, 2018;Baki, 2012;Burroughs & Luebeck, 2010;Fernandez & Yoshida, 2004;Kanbolat, 2015;Suh & Parker, 2010;Watanable, 2005). In the without knowledgeable others LS, the participants of LS are the same profile (consisting of only pre-service teachers or in service teachers).…”

Section: Introductionmentioning

confidence: 99%

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Discussion contents during a lesson study conducted with knowledgeable others

Kanbolat,

Arslan

2023

JPR

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Over the past two centuries, lesson study has been applied in different countries with different participant profiles. Lesson study is defined as a dynamic research-learning cycle of planning, applying, observing, and analyzing a lesson. Although the participants' discussions in lesson study practices were examined from different perspectives, they have not been analyzed in depth in terms of their contributions to teachers' and preservice teachers' professional development. In this study, the content and frequency of participants' discussions are examined. Six weeks of research were conducted by an academician, a teacher, and three mathematics pre-service teachers. The data were collected through field notes, video recordings, interviews, and focus group interviews. A total of eleven major headings were identified in the lesson study, concerning pedagogical and mathematical issues. The study also concluded that while classroom management was the most widely discussed topic, group and individual instructional techniques received less attention.

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Section: Introductionmentioning

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Discussion contents during a lesson study conducted with knowledgeable others

Kanbolat,

Arslan

2023

JPR

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“…It is very essential in conducting LS because it leads to the success of LS. Good preparation will give promising result of LS (Appova, 2018). There were five fundamental plans of this program:…”

Section: Planningmentioning

confidence: 99%

“…Planning stage is one of required phase in LS. Here would be embedded the problem that must be solved along the LS process (Appova, 2018;Bozkurt, 2018;Wahono, Perdana, Study, & Pemula, n.d.), and goal is displayed which must be achieved in the learning process. LS program must meet these necessities (Ebaeguin, 2015;Had & Jopling, 2016;Towaf, 2016).…”

Section: Planningmentioning

confidence: 99%

Promoting Lesson Study at English for Specific Purposes (Esp): Teacher’s Best Practice Context

Masyhud

2018

Celtic

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English for Specific Purposes (ESP) is an exciting movement in language education. It widens the opportunities for English teachers and researchers to explore the curriculum, course planning and implementation of ESP education. However, there are several problems in teaching ESP. one of the most problems is students’ engagement in the class because they felt learning English unrelated to their major. Therefore, this research concerns to investigate the implementation of Lesson Study in Teaching English for Specific Purposes (ESP) to sharpen the students’ critical thinking. Lesson Study has been a precious motion for recent decades, principally for the sake of teachers’ professional development and students’ critical thinking. This research involved 5 ESP teachers. They acquired equal chance to be a teacher model and observer in the LS process. This research conducted in 2 cycles with three phases; Plan, Do, and See. This research employed observation and document analysis as the tools to collect the data. This Lesson study was implemented into two stages, planning and implementation. However, it can encourage the students to participate actively along the learning process because cycle 1 can provide student’s participation 90% and in cycle 2, 95% of students involved in the learning process.

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What’s the Lesson? Using Lesson Study to Develop Curriculum for Preservice Secondary Mathematics Teachers

Erickson,

Makowski

2023

PRIMUS

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Engaging Prospective Elementary Teachers in Lesson Study

Cited by 5 publications

References 11 publications

Discussion contents during a lesson study conducted with knowledgeable others

Discussion contents during a lesson study conducted with knowledgeable others

Promoting Lesson Study at English for Specific Purposes (Esp): Teacher’s Best Practice Context

What’s the Lesson? Using Lesson Study to Develop Curriculum for Preservice Secondary Mathematics Teachers

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