Investigating Approaches to Lesson Study in Prospective Mathematics Teacher Education
Investigating Approaches to Lesson Study in Prospective Mathematics Teacher Education
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DOI：
10.1007/978-90-481-9941-9_7
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发表时间：
2011-01-01
期刊：
影响因子：
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通讯作者：
Zilliox, Joseph
中科院分区：
文献类型：
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作者：
Fernandez, Maria Lorelei;Zilliox, Joseph
两个课程研究的背景下，一个与未来的中学教师从事微格教学课程研究，一个与未来的小学教师从事实地经验，进行了调查，为美国未来的教师提供成长为数学教师的机会。在这两种情况下，准教师（PTs）暴露他们的知识，信念和做法的同行和其他专家的审查，发展和重新考虑他们的思维和做法，通过共享的教学经验。在PT学习方面，这两种情况下的特点的异同进行了讨论。相似之处包括谈判的重要性，在教学周期的催化剂PT学习，合作性质的经验，为PT之间分享不同的想法和观点的价值，总体学生学习目标PT课程规划的优点，和组产品的贡献（书面或口头报告的教训研究）以学习者为中心的经验。影响未来的教师学习的差异包括数学知识的重点程度，课堂过程和管理的重点程度，使用录像课程作为形成性反馈的一部分，知识渊博的顾问在周期期间或结束时的参与。
Features of two lesson study contexts, one with prospective secondary teachers engaged in microteaching lesson study and one with prospective elementary teachers engaged in field experiences, were investigated for providing US prospective teachers with opportunities for growth as teachers of mathematics. In both contexts, the prospective teachers (PTs) exposed their knowledge, beliefs and practices to the scrutiny of peers and other experts, developing and reconsidering their thinking and practices through the shared teaching experiences. Similarities and differences in features of the two contexts are discussed with respect to PT learning. Similarities included the importance of negotiation during teaching cycles as catalysts for PT learning, the value of the cooperative nature of the experiences for sharing varying ideas and perspectives among PTs, the merits of overarching student learning goals for PT lesson planning, and the contributions of the group products (written or oral reports of the lesson study) to the learnercenteredness of the experiences. Differences influencing prospective teacher learning included the extent of focus on mathematics knowledge, extent of focus on classroom processes and management, use of videotaped lessons as part of formative feedback, and participation of knowledgeable advisors during or at the end of the cycles.