Leveraging prospective teachers’ knowledge through their participation in lesson study
Leveraging prospective teachers’ knowledge through their participation in lesson study
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DOI：
10.1007/s10857-021-09521-4
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发表时间：
2021-10-21
影响因子：
2.1
通讯作者：
Hernández-Rodríguez O
中科院分区：
文献类型：
--
作者：
González G;Villafañe-Cepeda W;Hernández-Rodríguez O
本研究的重点是在波多黎各的教师教育计划中，为弥合未来教师在方法课程中的经验和他们的实地经验而进行的课程研究适应。我们要问，在课程研究的讨论过程中，教师有什么学习的机会？两个由中学数学未来教师组成的课程研究小组，每个小组由一位经验丰富的导师领导，计划以技术为基础的课程。利用刘易斯和他的同事们的课程研究的理论框架，我们分析了小组讨论的视频记录。结果显示，在三个方面的框架：教师的知识和信念，专业社区的创建，和教学工件的发展学习机会。导师利用未来教师的知识，建立在方法课程中讨论的主题，并创建了一个专业的学习社区。在方法课程中引入的三个资源支持创建一个连接学术和实践知识的混合空间：关于在数学教学中使用技术的教学动作的共享语言，数学能力框架和课程计划模板。导师们在促进课程研究期间利用了他们的主题和教学知识。干预措施证实了在教师教育计划的背景下是可行的课程研究适应。
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.
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影响因子：
2.1
作者：
Estrella, Soledad;Zakaryan, Diana;Espinoza, Gonzalo
通讯作者：
Espinoza, Gonzalo
影响因子：
3.9
作者：
Fernandez, C
通讯作者：
Fernandez, C
影响因子：
3.3
作者：
Herbst, Patricio;Nachlieli, Talli;Chazan, Daniel
通讯作者：
Chazan, Daniel
DOI：
10.1007/978-90-481-9941-9_7
发表时间：
2011-01-01
期刊：
LESSON STUDY RESEARCH AND PRACTICE IN MATHEMATICS EDUCATION: LEARNING TOGETHER
影响因子：
--
作者：
Fernandez, Maria Lorelei;Zilliox, Joseph
通讯作者：
Zilliox, Joseph
影响因子：
2.1
作者：
Miyakawa, Takeshi;Winslow, Carl
通讯作者：
Winslow, Carl