Process reflection during Japanese lesson study experiences by prospective secondary mathematics teachers

2010 ◽  
Vol 14 (4) ◽  
pp. 251-267 ◽  
Author(s):  
Thomas E. Ricks
Keyword(s):  
Mathematics Teachers ◽  
Lesson Study ◽  
Secondary Mathematics ◽  
Secondary Mathematics Teachers ◽  
Japanese Lesson Study ◽  
Process Reflection

Lesson Study with Preservice Teachers

2008 ◽  
Vol 102 (3) ◽  
pp. 186-191
Author(s):  
Mary T. McMahon ◽  
Ellen Hines
Keyword(s):  
Preservice Teachers ◽  
Instructional Practices ◽  
Mathematics Teachers ◽  
Lesson Study ◽  
Secondary Mathematics ◽  
Time Constraints ◽  
Collaborative Reflection ◽  
Secondary Mathematics Teachers ◽  
Preservice Teaching ◽  
Study Experience

The value of collaboration and reflection with peers to improving instructional practices is well known (e.g., Lieberman 1992; Little 1982; Little and McLaughlin 1993; Romberg 1988). However, practicing mathematics teachers are often challenged to find time in their busy schedules to collaborate with peers. Recently, during the implementation of a lesson study experience with a small group of preservice secondary mathematics teachers, we observed firsthand how lesson study could be used to encourage collaborative reflection among preservice teaching peers and how it potentially could be used to support ongoing professional development of in-service teachers while respecting their time constraints.

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