Reflection of Pre-service Teachers in a Tabletop Exercise of Lesson Study during their Practicum

Rekalidou, Galini; Karadimitriou, Kostas

doi:10.1016/j.sbspro.2014.09.336

Cited by 6 publications

(3 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Research on lesson study, however, has been predominantly explored with general education teacher candidates (e.g., Carrier, 2011; Chassels & Melville, 2014) in mathematics (e.g., Burroughs & Luebeck, 2010; Cavey & Berenson, 2005) using qualitative research. Findings from this research suggest its utility for promoting candidates’ skill for collaboration (Kostas, Galini, & Maria, 2014), knowledge of pedagogy and subject-matter (e.g., Burroughs & Luebeck, 2010; Chassels & Melville, 2009; Juhler, 2016), and ability to analyze instruction and understand student thinking (e.g., Burroughs & Luebeck, 2010; Galini & Kostas, 2014).…”

Section: Analysis Of Practice-based Opportunitiesmentioning

confidence: 99%

A Continuum of Pedagogies for Preparing Teachers to Use High-Leverage Practices

Brownell

Benedict

Leko

et al. 2019

Remedial and Special Education

View full text Add to dashboard Cite

This article provides a framework and description of pedagogies that may be used in teacher preparation across a range of settings from college classrooms to P-12 settings to support teacher candidates as they learn to use high-leverage practices (HLPs). These “pedagogies of enactment” must include a continuum of opportunities to use teaching practices in increasingly authentic settings, ranging from video analysis, case studies, rehearsal, and virtual simulations to use of practices with coaching support in a classroom (e.g., lesson study, structured tutoring, and aligned field experiences). In this article, we use research on the development of professional expertise and from cognitive science to identify pedagogies from the teacher education research base that have promise for promoting candidates’ learning and describe how these pedagogies might be scaffolded over the duration of a teacher education program to promote learning.

show abstract

Section: Analysis Of Practice-based Opportunitiesmentioning

confidence: 99%

A Continuum of Pedagogies for Preparing Teachers to Use High-Leverage Practices

Brownell

Benedict

Leko

et al. 2019

Remedial and Special Education

View full text Add to dashboard Cite

show abstract

“…The final aims of the study are to foster the candidate of EFL teacher professional development and the sustainability of their teaching and learning competencies which its characteristics being able to promote the students to think in learning and teaching process. Galini and Kostas (2014) argued that a characteristic professional teacher could be recognized as a teacher being able to promote the students to think in the learning and teaching process. Otherwise, he/she is being able to accelerate the students' capability of having a high level of HOTS thinking (Bloom, 1956).…”

Section: Introductionmentioning

confidence: 99%

Preparing Prospective and Sustainable EFL Professional Teacher Development by Applying Blended Lesson Study and Clinical Supervision

Achmad¹,

Miolo²

2021

EUROPEAN J ED RES

View full text Add to dashboard Cite

<p style="text-align: justify;">This research explores how and what strategy is applied for preparing sustainable English teachers' professional development. This study utilizes lesson study strategy-based clinical supervision and quality assurance. Lesson study is a kind of action research based on a cycle base. This study is also recognized as research and development. Based on conceptual and empirical study, it is found that three grand principles of adding quality lesson study implication. Those are cycle reflection in accelerating the teachers’ competencies in English language teaching, clinical supervision nuance, a quality assurance principle by implementing the plan, do, check, and act strategy. This research successfully finds a model for preparing a prospective and sustainable professional teachers development based on lesson study, blended with the clinical supervision and a quality assurance implementation. The outputs consist of connection among professional English teachers; accelerating realization learning and teaching quality based on reflection implication; forming the open attitude and reflecting discussion and depth analysis; building a self-responsibility and awareness as professional teacher attitude; helping one each other in the professional teacher community for accelerating teaching quality by utilizing clinical supervision. Finally, the outcome is obtaining candidates of English professional teachers, prospectively and sustainably, with high-quality EFL teaching performance in national competitiveness.</p>

show abstract

“…Lesson Study is a lecturer coaching program that has been carried out in the Primary School Teacher study program through collaborative learning and reflection linking theory and practice [9,10] to develop, discuss, teach and reflect on a lesson [11]. The implementation of structured learning [11,12], identifies from the knowledge of the pedagogical [13].…”

Section: Introductionmentioning

confidence: 99%

Cooperative Learning in Basic Mathematics Lesson Study Activity

Triwahyuningtyas¹,

Sesanti²

2021

Proceedings of the 2nd Annual Conference on Social Science and Humanities (ANCOSH 2020)

View full text Add to dashboard Cite

Lesson Study is a learning activity that has been implemented in various countries as well as at the school institution level. Innovative implementation of lesson study activities can be collaborated with cooperative learning. The purpose of this study is to describe Lesson Study activities in basic mathematics through a cooperative learning model to build student learning activity. Cooperative learning in lesson study activities was described qualitatively. The qualitative data on learning activeness were obtained from 31 respondents. Lesson Study activities in cooperative learning that is able to foster and encourage student activity was by providing math problems, forming groups, giving project assignments and working on presentations. The results of the implementation of cooperative learning in lesson study activities show that students are active in the discussions, encouraged to ask questions and able to work together in doing project assignments. Based on these results, it shows that cooperative learning in lesson study activities can build 80 percent of students' active learning.

show abstract

Reflection of Pre-service Teachers in a Tabletop Exercise of Lesson Study during their Practicum

Cited by 6 publications

References 12 publications

A Continuum of Pedagogies for Preparing Teachers to Use High-Leverage Practices

A Continuum of Pedagogies for Preparing Teachers to Use High-Leverage Practices

Preparing Prospective and Sustainable EFL Professional Teacher Development by Applying Blended Lesson Study and Clinical Supervision

Cooperative Learning in Basic Mathematics Lesson Study Activity

Contact Info

Product

Resources

About