The prospects of lesson study in the US
The prospects of lesson study in the US
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美国留学的前景
DOI：
10.1108/ijlls-02-2014-0007
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发表时间：
2015
影响因子：
1.3
通讯作者：
G. Gero
中科院分区：
文献类型：
--
作者：
G. Gero
目的-课研究在美国已经成为提高教学质量的一种方法。本研究的目的是调查教师对课堂学习的态度。有证据表明，课堂学习可能会增加教师的教学知识，并提高他们在课堂上预测学生误解的能力。然而，某些问题在文献中浮出水面。教师可能会与合作的要求、对他们的课程的批评和对他们的教学的观察作斗争。此外，课程研究可能与许多学区现有的任务监督员文化相冲突。了解教师是如何看待课堂学习的，对于衡量教学过程的有效性至关重要。设计/方法/方法--洛杉矶市区两所小学的55名教师参与了这项由研究人员设计的调查。对于本研究中的教师来说，参与课堂学习是强制性的，大多数教师都参与了一种版本的课堂学习。
Purpose – Lesson study has emerged as an approach to improving the quality of teaching in the USA. The purpose of this paper is to provide an investigation into teachers’ attitudes toward lesson study. Evidence suggests that lesson study may increase teachers’ content knowledge and their ability to anticipate student misconceptions during lessons. Nevertheless, certain issues have surfaced in the literature. Teachers may struggle with the demands of collaboration, critique of their lessons, and observation of their teaching. Moreover, lesson study may conflict with the existing mandate-monitor culture within many school districts. Understanding how teachers perceive lesson study is vital to gauging the effectiveness of the process. Design/methodology/approach – In all, 55 teachers at two elementary schools in urban Los Angeles participated in the researcher-designed survey. For the teachers in this study, participation in lesson study was mandatory, and most had participated in a version of lesson study t...