Noticing as reasoning in Lesson Study teams in initial teacher education
Noticing as reasoning in Lesson Study teams in initial teacher education
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在初始教师教育中，注意作为课程研究小组的推理
DOI：
10.1016/j.tate.2022.103656
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发表时间：
2022
影响因子：
3.9
通讯作者：
S. de Vries
中科院分区：
文献类型：
--
作者：
C. Bakker;K. de Glopper;S. de Vries
本研究旨在探讨教师职前教育课程研究小组的注意推理。两个小组都由一名实习教师和经验丰富的教师组成。两个团队都更关注识别（描述学生的学习行为）和计划元素（考虑和决定如何行动），而不是解释元素（确定和解释学生的学习问题）。他们在考虑计划的程度上有所不同，并在推理中提供了连续性。刺激有意义的反思可能有助于进一步发展注意力LS团队在ITE。
In the current study on noticing as reasoning of Lesson Study (LS)-teams in initial teacher education (ITE), we analyzed the reasoning two mixed LS-teams set up about pupils' subject-related learning of. Both teams consisted of a student teacher and experienced teachers. Both teams paid more attention to identification (describing pupils‘ learning behavior) and planning elements (considering and deciding how to act) than to interpretation elements (determining and explaining pupils’ problems with learning). They differed in the extent to which they considered plans and provided continuity in their reasoning. Stimulating meaningful reflection may help further develop noticing among LS-teams in ITE.