Exploring the Use of Lesson Study to Develop Elementary Preservice Teachers’ Pedagogical Content Knowledge for Teaching Nature of Science

Akerson, Valarie L.; Pongsanon, Khemmawadee; Rogers, Meredith Park; Carter, Ingrid; Galindo, Enrique

doi:10.1007/s10763-015-9690-x

Cited by 61 publications

(55 citation statements)

References 29 publications

(40 reference statements)

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“…In this activity, teachers can give constructive suggestion to the content, pedagogy, and technology. This finding is in line with Akerson et al (2017) that lesson study resulted in improving teachers' skill in planning the lesson, creating a positive learning environment, empower the student to learn and assess the student appropriately.…”

Section: Role Of Lesson Study In Teachers' Tpack Developmentsupporting

confidence: 83%

The Analysis of Biology Teachers’ Technological Pedagogical Content Knowledge Development in Lesson Study in West Java Indonesia

Rochintaniawati

Riandi

Kestianty

et al. 2019

JPII

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The study aimed to analyze the development of biology teachers' Technological Pedagogical Content Knowledge (TPACK) in lesson study and to describe the role of the observer in developing teacher's TPACK during the activity. The lesson study was carried out in two from, school-based lesson study and biology teacher association based lesson study. The method used in the study was descriptive involved teachers in one school located in Bandung and member of biology teacher association in West Bandung District West Java, Indonesia. The development of TPACK was focused on five components; they are: learning objective, concept, pedagogy, evaluation, and technology. The information of teachers' TPACK was gain from CoRe + technology, and the result was categorized in pre, growing, and maturing TPACK. The study revealed that the teachers' TPACK in school-based lesson study was more in the aspect of pedagogical knowledge meanwhile teacher TPACK in biology association lesson study improved their TPACK in pedagogical knowledge, content knowledge, and technological knowledge. The development of teachers' TPACK was varied for each indicator from pra to maturing and from growing to maturing. The overall result, the development of teachers' TPACK in the two types of lesson study (school-based lesson study and Biology association lesson study) was more to the pedagogical aspect. The research suggests that teacher association based lesson study is more useful to develop teacher TPCAK than school-based lesson study, and the role of the observer is essential in developing teacher TPACK.

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Section: Role Of Lesson Study In Teachers' Tpack Developmentsupporting

confidence: 83%

The Analysis of Biology Teachers’ Technological Pedagogical Content Knowledge Development in Lesson Study in West Java Indonesia

Rochintaniawati

Riandi

Kestianty

et al. 2019

JPII

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“…Juhler (2017) concluded that pre-service teachers developed a more student-centered teaching approach after involved in a Lesson Study in physics since their lesson plan start considering more the students' difficulties, misconceptions, preferences and evaluation rather than simply focusing on student behavior. In addition, Akerson et al (2017) explored the development of PCK in teaching the nature of science in a Lesson Study conducted with pre-service primary teachers and concluded that the participants gave good suggestions about how to teach the topic in the classroom. However, they revealed difficulties in implementing the suggestions.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Lesson Study in Initial Teacher Education to Stimulate the Pedagogical Content Knowledge on the topic of Speed of Sound

2020

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The lesson study is a collaborative model of teacher professional development originating in Japan, which has received growing international attention. This multifaceted model can be considered from many points of view. This research aims to understand what physics and chemistry pre-service teachers learn, in the domain of the pedagogical content knowledge on the speed of sound, in a lesson study. Participants were all pre-service teachers (three) attending the first year of their initial teaching education programme. The lesson study, had two cycles, took place over the course of twelve sessions and a total of 36 hours of work. The first cycle consisted of ten sessions: the first eight sessions aimed at defining the topic and lesson planning; this was followed by the first research lesson taught by the cooperating teacher; and finally, there was a post-lesson reflection. The second cycle consisted of two sessions; a second research lesson was also taught by the cooperating teacher; and subsequent to this, there was a post-lesson reflection. This is a qualitative and interpretative study. Data were collected from participant observation of all sessions using field notes and video recording, individual interviews and individual written reflections. Results showed that the pre-service teachers developed the pedagogical teacher knowledge (PCK) to teach the topic in the planning phase, when they identified the students’ prior knowledge, which would help them learn the topic, and in the post-lesson reflection sessions, when they discussed strategies that could help students overcome their learning difficulties.

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“…Pongsanon, Akerson, & Rogers, 2011;Weiland et al, 2010) and CoRe (i.e. Nilsson & Loughran, 2011;Padilla, Ponce de León, Rembado, & Garritz, 2008;Rollnick, Bennett, Rhemtula, Dharsey, & Ndlovu, 2008).…”

Section: Deliberate Ref Lections Through Lesson Study and Content Repmentioning

confidence: 99%

Pre-service teachers’ reflections on teaching a physics lesson: How does Lesson Study and Content Representation affect pre-service teachers’ potential to start developing PCK during reflections on a physics lesson

Juhler

2018

NorDiNa

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has a teacher education focusing on math's, physics/chemistry, biology and woodwork. Then he has taken a master in natural didactics, specializing in biology and chemistry, where he wrote about outdoor education. Subsequently, he studied pure physics for a half year at a university. Currently he is taking a Ph.D. at the University of Stavanger within Natural didactics, focusing on Lesson Study, Content Representation and Pedagogical Content Knowledge. Pre-service teachers' reflections on teaching a physics lesson: How does Lesson Study and Content Representation affect pre-service teachers' potential to start developing PCK during reflections on a physics lesson AbstractShulman states that deliberate reflections are needed in order for teachers to start developing their Pedagogical Content Knowledge (PCK). This is important, since a teacher who has a well-developed PCK, also has integrated knowledge of theory and practice. However, recent research has found that reflection, as used during mentoring in field practice, regularly is an obstacle to deliberate reflection. Thus, the theory-practice divide persists. This study addresses this problem by introducing Lesson Study and Content Representation as an intervention in teacher education field practice. The results of the intervention showed that the pre-service teachers reflected differently compared to the current state of practice. During the intervention, they focused more on 'Goals for instruction', 'Pupils and their learning', 'Best representation of specific content', and 'Specific assessment'. These differences in reflection might lead to pre-service teachers developing a more inter-related understanding of these focus areas as opposed to what happens in the current state of practice. This, in turn, could affect the per-service teachers' potential to start developing their PCK. Consequently, this might give teacher educators a new way of addressing the problem of the theory-practice divide. However, further studies are needed on the quality of these differences and whether or not the intervention influences the pre-service teachers' practices in the future. In search of ways to bridge the theory-practice divide during f ield practiceThe theory-practice divide is a dominant theme within teacher education and the literature on reflective practice. This is because this divide hinders pre-service teachers in teacher education from making strong connections between subject-matter knowledge, pedagogical competence and real life practice (e.g. Bransford, Brown, & Cocking, 2000; NOKUT, 2006). Reflection during reflective practice is considered as a means of making this connection. However, research finds that reflection during mentoring is often an obstacle to this integration (Darling-Hammond, 2006;Sundli, 2007).[ 23] 14(1), 2018Therefore, it is apparent that teacher education needs to test out multiple ways that can possibly help pre-service teachers develop their capacity for reflection, as well as focusing on reflection in a way that promotes this integrati...

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Exploring the Use of Lesson Study to Develop Elementary Preservice Teachers’ Pedagogical Content Knowledge for Teaching Nature of Science

Cited by 61 publications

References 29 publications

The Analysis of Biology Teachers’ Technological Pedagogical Content Knowledge Development in Lesson Study in West Java Indonesia

The Analysis of Biology Teachers’ Technological Pedagogical Content Knowledge Development in Lesson Study in West Java Indonesia

Lesson Study in Initial Teacher Education to Stimulate the Pedagogical Content Knowledge on the topic of Speed of Sound

Pre-service teachers’ reflections on teaching a physics lesson: How does Lesson Study and Content Representation affect pre-service teachers’ potential to start developing PCK during reflections on a physics lesson

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