Leveraging prospective teachers’ knowledge through their participation in lesson study

Abstract

This study focuses on a lesson study adaptation for bridging prospective teachers' experiences in a methods course and their field experiences in a teacher education program in Puerto Rico. We ask, what opportunities for teacher learning emerge during discussions in lesson study? Two lesson study teams of secondary mathematics prospective teachers, each led by an experienced mentor, planned technology-based lessons. Using the theoretical framework for lesson study by Lewis and colleagues, we analyzed video recordings of the teams' discussions. The results show learning opportunities in the three dimensions of the framework: teachers' knowledge and beliefs, the creation of a professional community, and the development of teaching-learning artifacts. The mentors leveraged prospective teachers' knowledge, built on topics discussed in the methods course, and created a professional learning community. Three resources introduced in the methods course supported the creation of a hybrid space connecting academic and practitioner knowledge: shared language about teaching moves for using technology in math instruction, the mathematical proficiency framework, and a lesson plan template. The mentors drew upon their subject matter and pedagogical knowledge during their facilitation of lesson study. The intervention exemplifies a lesson study adaptation that is feasible in the context of a teacher education program.

Learning to promote students’ mathematical reasoning: Lesson study contributions in initial teacher education

“…Teaching the planned lessons, by applying the designed tasks and the prepared strategies was fundamental to understanding the potential of tasks and the consequences of the teacher's actions in promoting students' reasoning (Buchbinder & McCrone, 2020;Oliveira & Henriques, 2021). Indeed, classroom experiences may lead prospective teachers to focus on students' learning as a reflection of their own practice and allow them to connect academic knowledge with practical knowledge (González et al, 2023;Leavy & Hourigan, 2016). In this set of three lesson studies, the post-lesson discussion sessions of lesson study were fundamental for the prospective teacher to rethink how she could improve her practice in the following lessons, based on the knowledge she was developing about students' learning.…”

“…The potential of lesson study has been recognized in initial teacher education since it promotes the development of prospective teachers' knowledge based on experiences close to those they will encounter in their future practice (González et al, 2023;Leavy & Hourigan, 2016;Martins et al, 2023). Lesson study is recognized as a model for professional development whereby all the work is carried out collaboratively and based on reflections of students' learning (Fujii, 2018).…”

“…Reflecting on students' learning, based on classroom experiences and sharing ideas on those experiences, is an effective way of developing prospective teachers' knowledge (Ponte & Chapman, 2016;Potari & Ponte, 2017). As a student learning-oriented professional development process, lesson study enhances these reflective environments during initial teacher education (González et al, 2023;Leavy & Hourigan, 2016). Based on discussions with colleagues and teacher educators, the prospective teachers plan lessons in detail, rethink the tasks, anticipate students' solving strategies and 2 / 13 difficulties, and prepare their actions (Fujii, 2018).…”

The process of mentoring and tutoring in lesson study in initial teacher training: two case studies

“…, 2020). Developing personalised and critical tutoring has been the impetus for situated learning from a collaborative methodological perspective in which research and the subsequent reconstruction of practice facilitates the development of teaching competences as indicated by González et al. (2021) and Wood (2020).…”

O desenvolvimento do conhecimento didático de futuros professores: o estudo de aula como processo formativo integrado na formação inicial

“…O estudo de aula é um processo formativo, com origem no Japão, de natureza colaborativa e reflexiva, que assenta numa pequena investigação baseada na prática, com foco na aprendizagem dos alunos. Apesar de vários estudos reportarem as potencialidades do estudo de aula no desenvolvimento do conhecimento dos futuros professores (Ponte, 2017), é necessário investigar de modo aprofundado como fazer a sua integração na formação inicial no contexto dos países ocidentais (González et al, 2023;Magnusson et al, 2021). Assim, este estudo tem como objetivo perceber como é que o estudo de aula pode promover o desenvolvimento do conhecimento dos futuros professores durante a formação PNA 18 (2) inicial, a partir de uma investigação baseada em design com dois ciclos de intervenção.…”