Using Japanese Lesson Study to Merge Inservice Professional Development and Preservice Clinical Experiences
Using Japanese Lesson Study to Merge Inservice Professional Development and Preservice Clinical Experiences
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利用日语课程学习来融合在职专业发展和职前临床经验
DOI：
10.1080/00098655.2020.1729082
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Welsh, Gail S.
中科院分区：
文献类型：
--
作者：
Groth, Randall E.;Bergner, Jennifer A.;Weaver, Starlin D.;Welsh, Gail S.
多年来，课堂学习已经融入了日本教师的职业生活。日语课程研究的核心要素包括合作课程设计、课程的经验试验、经验试验的集体分析以及随后的课程重新设计。我们描述了这些核心要素是如何在一个教师教育项目中实施的，该项目在大学教职员工的推动下，在跨学科小组中聚集了预期的和实践的中级科学和数学教师。本报告中描述的四个小组设计和分析了在微观图像背景下注意比例因子、构建地质时间线、检查物质状态和建立太阳系比例模型的经验教训。日语课程研究过程帮助这些小组反思所教授内容的性质、教学问题和具体内容的教学方法。我们发现，诸如连接不同的对话线索和识别错误等话语动作有助于促进集体反思。越来越多的研究表明，日语课程学习可以在广泛的背景下实施；我们鼓励其他人将日语教学纳入未来教师的临床体验，因为它有可能让更多的本科生接触到最熟练的指导教师，并抵消导致许多人离开教学的职业孤立感。我们提供自己的经验，促进课程学习和应对挑战，帮助其他人开始在自己的专业环境中实施该模式。
For many years, lesson study has been woven into the professional lives of Japanese teachers. Recently, it has become more widespread in the U.S. Core elements of Japanese Lesson Study include collaborative lesson design, empirical trials of lessons, collective analysis of empirical trials, and subsequent lesson re-design. We describe how these core elements were implemented in a teacher education project that brought together prospective and practicing secondary-level science and mathematics teachers in interdisciplinary groups facilitated by university faculty members. The four groups described in this report designed and analyzed lessons about attending to scale factor in the context of microscopic images, constructing a geologic timeline, examining states of matter, and building a scale model of the solar system. The Japanese Lesson Study process helped these groups reflect on the nature of the content being taught, pedagogical concerns, and content-specific pedagogy. We found that discursive moves such as connecting separate strands of conversation and identifying mistakes helped facilitate group reflection. A growing body of research suggests that Japanese Lesson Study can be implemented in a wide array of contexts; we encourage others to include it among clinical experiences for prospective teachers because of its potential to give more undergraduates access to the most skilled mentor teachers and to counteract feelings of professional isolation that cause many to leave teaching. We offer our own experiences facilitating lesson study and dealing with challenges along the way to help others start to implement the model in their own professional settings.
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期刊：
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影响因子：
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