Leveraging prospective teachers’ knowledge through their participation in lesson study

ResumenComo docentes universitarios a cargo de la formación inicial del profesorado de Educación Infantil, observamos claros síntomas del paradigma monumentalista (visita a algunas obras tanto de Matemáticas como de Didáctica de las Matemáticas) cuando esta formación se organiza según el esquema tradicional clase de teoría/clase de prácticas. En este trabajo pretendemos identificar con nitidez el reto que supone la formación profesional funcional de futuros profesores, formular este reto como un problema de investigación dentro de la TAD, y explorar la potencialidad del dispositivo del estudio de clases como herramienta para desarrollar el equipamiento praxeológico del profesorado como respuesta a cuestiones profesionales vivas y auténticas. Se describirá el diseño de este dispositivo, para el caso de la formación inicial de profesorado de Educación Infantil sobre la enseñanza de los primeros conocimientos numéricos.Palabras-clave: Teoría Antropológica de lo Didáctico, estudio de clases, Educación infantil, Formación inicial de profesorado, Teoría de las Situaciones Didácticas.AbstractAs teacher educators involved in the initial education of prospective Early Childhood Education teachers, we observe evident signs of the monumentalistic paradigm (visiting some pre-stablished works in Mathematics as well as in Didactics of Mathematics) when the education of teachers is structured following the traditional scheme lecture-practice. In this paper, we aim at clearly identifying the challenge of a functional education of prospective teachers, formulating it as a research problem within the ATD, and exploring the potential of the lesson study device as tool to develop prospective teachers’ praxeological equipment as responses to live and authentic professional questions. We will describe de design of such device, for the case of the initial education of prospective Early Childhood Education teachers around the teaching of numbers and numbering.Keywords: Anthropological Theory of Didactics, study of classes, Early childhood education, Initial teacher training, Theory of Didactic Situations.

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Using Lesson Study to Support the Teaching of Early Number Concepts: Examining the Development of Prospective Teachers’ Specialized Content Knowledge

Early Childhood Education Journal ◽

10.1007/s10643-016-0834-6 ◽

2017 ◽

Vol 46 (1) ◽

pp. 47-60 ◽

Cited By ~ 5

Author(s):

Aisling Leavy ◽

Mairead Hourigan

Keyword(s):

Content Knowledge ◽

Prospective Teachers ◽

Lesson Study ◽

Specialized Content Knowledge ◽

Number Concepts ◽

Early Number

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PEMODELAN CALON GURU FKIP UNMAS DENPASAR MELALUI LESSON STUDY BERBASIS HABIT FORMATION LEARNING SYSTEM

Jurnal Santiaji Pendidikan (JSP) ◽

10.36733/jsp.v7i2.64 ◽

2017 ◽

Vol 7 (2) ◽

pp. 162-170

Author(s):

Dewa Gede Agung Gana Kumara

Keyword(s):

Prospective Teachers ◽

Lesson Study ◽

English Language ◽

Teaching Practice ◽

Participant Observation ◽

Research Process ◽

Learning System ◽

Average Score ◽

Average Value ◽

Study Habit

The purpose of this study was to determine the level of students’ competence of SMP Tangeb majoring in sculpture through the lesson study Habit-based formation Learning System involving teachers, lecturers and prospective teachers. This research method used classroom action approach through lesson study. The research process spanned two cycles. Instruments used in data collection included assessment of teaching practice, chararacter check list, questionnaire and participant observation sheet. The effectiveness of the approach could be analyzed to what extent was the average score of 38 students collected randomly in each cycle increased from the initial test score after the lesson was applied. The indicator of research success or research outcome target was where 80% of students achieved the average value above the minimal mark that was 75. From the PAP range of students’ achievement, students that reached the high criteria were 21 people while the moderate criteria were 17 people. From students’ learning attitude could be seen that 30 students (86%) were active, 33 (87%) were cooperative and students that were responsible were 36 students (94%). From this result, it could be said that the ability of VII grade students of SMP Seni Ukir Tangeb in attitudes of learning, knowledge and writing skills of English was in high category and above entrepreneurial attitude that was 50%. Thus the lesson study based on the formation of this habit could improve the English language skills of VII students of SMP Seni Ukir and their attitude in learning was more characteristic.

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Analysis of Pedagogic Competency of Mathematical Education Students in Microteaching Course at the Universitas Sembilanbelas November Kolaka

Journal of Mathematics Education ◽

10.31327/jomedu.v3i2.842 ◽

2018 ◽

Vol 3 (2) ◽

pp. 60-64

Author(s):

Fitriyani Hali ◽

Herlina Herlina

Keyword(s):

Mathematics Education ◽

Learning Strategies ◽

Prospective Teachers ◽

Lesson Study ◽

Mathematical Education ◽

Education Students ◽

Study Program ◽

Pedagogical Competence ◽

The Impact ◽

Alternative Solutions

One of the competencies that must be possessed by teachers or prospective teachers to become professional teachers is pedagogical competence. Pedagogic competence is the ability of a teacher to manage the learning process that relates to students. Therefore, pedagogical competence is very important for mathematics education students as prospective teachers. This study aims to determine the pedagogic competencies possessed by students, to know the strengths and weaknesses of students' pedagogical competencies, to identify the causes of weaknesses in students' pedagogical competencies, and determine alternative solutions to the weaknesses of students' pedagogical competencies. This research is a descriptive study with a qualitative approach. The subjects in this research are Mathematics Education Study Program students who took Microteaching courses. Data collection in this study was carried out through giving tests and interviews. Data was analyzed in quantitative and qualitative ways. The conclusion of the results of this study are 1) students' pedagogical competencies are in the low category; 2) The advantages of pedagogical competencies possessed by students are a) understanding the students' characteristics; b) mastering the concepts, principles, and procedures for developing curriculum or expertise programs; c) creating learning situations that are active, interactive, communicative, effective, and fun, as well as effective students guidance. While the weaknesses of pedagogic competence possessed by students are: a) mastering learning theory and learning principles; b) mastering theories, principles, and learning strategies; c) mastering the use of media, communication technology, and information, as well as reflective actions to improve the quality of learning; d) mastering concepts, principles, and learning assessment strategies; e) understanding the process and results and the impact of learning for students. 3) Factors that lead to the students' weak pedagogical competence are lack of students' motivation in improving and developing their pedagogical abilities and lack of tasks or exercises carried out by students in developing their pedagogical abilities, and lack of students' creativity in completing tasks. 4) Efforts that can be used as alternative solutions namely applying the Lesson Study approach and providing material reinforcement of pedagogic abilities.

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Supporting Teacher Learning: Lesson-Study Groups with Prospective and Practicing Teachers

Teaching Children Mathematics ◽

10.5951/tcm.14.8.0472 ◽

2008 ◽

Vol 14 (8) ◽

pp. 472-478

Author(s):

Gina Post ◽

Stephanie Varoz

Keyword(s):

Teacher Education ◽

Teacher Learning ◽

Prospective Teachers ◽

Lesson Study ◽

Study Groups ◽

Teacher Education Programs ◽

Education Programs ◽

Pedagogical Strategies ◽

Practicing Teachers ◽

Field Placements

Supporters of the current reform efforts in mathematics envision ways of teaching that engage students in meaningful tasks and create communities where students can discuss and reflect on their learning. Becoming such a teacher requires learning new pedagogical strategies, knowing how children learn, and reflecting on one's own understanding of mathematical knowledge and practice. As both prospective and practicing teachers participate in a variety of learning experiences, they revise their conceptions of mathematics instruction and develop new forms of practice. Two predominant contexts for teacher learning are preservice teacher education programs and in-service professional development opportunities. However, research demonstrates that both contexts face distinct problems for developing reform-oriented practices (Borko and Putnam 1996). Prospective teachers exposed to reform-oriented pedagogy by university faculty in teacher education programs often discover that teaching practices in student field placements remain extremely traditional and authoritarian (Borko et al. 1992). This failure to provide field experiences that model standards-based practices often encourages traditional teaching routines (Eisenhart et al. 1993; McNamara 1995).

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Active Learning and Teacher Training: Lesson Study and Professional Learning Communities

Scientia in educatione ◽

10.14712/18047106.734 ◽

2017 ◽

Vol 8 ◽

Author(s):

Kyoko Ishii

Keyword(s):

Teacher Training ◽

Active Learning ◽

Education Reform ◽

Learning Community ◽

Professional Learning Community ◽

Teacher Development ◽

Professional Learning ◽

Prospective Teachers ◽

Lesson Study ◽

The University

Active learning is an innovation of teaching and learning and strongly connected to teacher education reform. A teacher’s role in a knowledge-based society is being shifted from a knowledge teller to a facilitator. It is diï¬cult to shift a teacher’s perspective from “how to teach” to “how students learn.” However, through a collaborative lesson study, teachers can discuss students’ learning in a classroom. The university can function as a facilitator to cultivate a professional learning community. This paper discusses the practice of active learning in teacher training at the University of Fukui in Japan. The faculty provides active learning for prospective teachers to engage collaboratively in scientiﬁc inquiry using physics by inquiry. Based on the viewpoint that teacher development is a continuous, lifelong process, and the teacher is a reï¬ective practitioner, teacher training should also be an active, lifelong endeavor. Moreover, the system and structure of the lesson study and collaborative reï¬ection promote a professional learning community. Both pre-service and in-service teachers develop pedagogical content knowledge through repeated practice and reï¬ection.

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KEPERCAYAAN CALON GURU SEBAGAI FAKTOR KEBERHASILAN PEMBELAJARAN BERPUSAT PADA SISWA

Inteligensi : Jurnal Ilmu Pendidikan ◽

10.33366/ilg.v4i1.2477 ◽

2021 ◽

Vol 4 (1) ◽

pp. 9-18

Author(s):

Anis Samrotul Lathifah ◽

Yuswa Istikomayanti ◽

Zuni Mitasari

Keyword(s):

Prospective Teachers ◽

Learning Process ◽

Lesson Study ◽

Work Practice ◽

Field Work ◽

The Self ◽

Student Centered ◽

Student Centered Learning ◽

Self Confidence ◽

Data Grouping

This study aims to describe teacher beliefs and see the perspective of prospective teachers in implementing microteaching practices through Lesson Study activities, especially implementing student-centered learning. This survey research involved 33 students in the fourth and third years as research subject. Data collection on the self-confidence of prospective teachers through filling out questionnaires and the results of observations made in the Basic Teaching Skills class and Field Work Practice Activities. Qualitative analysis methods and quantitative data grouping are used to determine the response of pre-service teachers in self-confidence in implementing student-centered learning. The result is that the self-confidence of prospective teachers is still at level 2 (instructive) to level 4 (responsive) both in the aspect of confidence in the student-centered learning process and the aspect of trust in building knowledge by students. The highest level of self-confidence of prospective teachers, at 5 level (reformation) has not been achieved. Through an analysis of prospective teachers' self-confidence in these aspects, it can be used as a benchmark whether the learning process is student-centered or still teacher-centered

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EFEK LESSON STUDY TERHADAP PENINGKATAN KOMPETENSI PEDAGOGIK CALON GURU

AKSIOMA Jurnal Program Studi Pendidikan Matematika ◽

10.24127/ajpm.v3i1.377 ◽

2014 ◽

Vol 3 (1) ◽

Author(s):

Swaditya Rizki

Keyword(s):

Prospective Teachers ◽

Learning Process ◽

Lesson Study ◽

Prospective Teacher ◽

Better Than ◽

Descriptive Qualitative

The aims of this research was to know difference increasing especially ability in Plan and Do between lesson study-based learning and not(conventional) learning. Furthermore, the second aim was to know the effect of lesson study toward increasing of pedagogy competency and impact of prospective teachers in teaching. The methodology of this research was using descriptive qualitative with amount of prospective teachers is 13, then the prospective teachers conducted Plan and Do respectively 3 times meeting using lesson study and conventional. The results showed that the effect was very positive where the learning process of Plan and Do using lesson study was better than conventional learning. Besides that, based on the observation and valuation showed that lesson study-based learning was better than conventional learning. The effect could also influence for students and prospective teacher positively

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PENGEMBANGAN MODEL PEMBINAAN KOMPETENSI CALON GURU MATEMATIKA MELALUI LESSON STUDY

AKSIOMA Jurnal Program Studi Pendidikan Matematika ◽

10.24127/ajpm.v3i1.376 ◽

2014 ◽

Vol 3 (1) ◽

Author(s):

Rahmad Bustanul Anwar ◽

Dwi Rahmawati

Keyword(s):

Social Competence ◽

Human Resources ◽

Mathematics Teachers ◽

Prospective Teachers ◽

Lesson Study ◽

Professional Competence ◽

Personal Competence ◽

Research Activities ◽

Prospective Mathematics Teachers

Education has a very important role in improving the quality of human resources. Therefore, education is expected to be one of the ways to prepare generations of qualified human resources and has the ability to deal with the progress of time and technology development . In order to enhance the quality of student mastery of competencies in the development of prospective teachers in this study will be applied to the activities in the process of lesson study in lecture . Lesson study is a model of coaching to people who work as both teacher educators and lecturers through collaborative learning and assessment in building sustainable learning communities. The purpose of this research is to improve the competence of prospective mathematics teachers through lesson study . More specifically , this study aims to describe the efforts made to improve the pedagogical, professional competence , social competence and personal competence prospective mathematics teachers through lesson study . Subjects in this study were students who took the micro teaching courses totaling 15 students , divided into 3 group . This type of research is a qualitative descriptive study is to develop the competence of prospective mathematics teachers through lesson study . Lesson study conducted collaborated with Action Research activities ( Action Reseach). The results of this research activity is the implementation of lesson study to greater competence to prospective teachers teaching mathematics through the micro subjects namely: pedagogical competence categories were 80 % and 20 % lower, professional competence categories were 46.7 % and 53.3 % lower, personal competence 100 % category being and social competence categories were 86.7 % and 13.3 % lower .

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PEDAGOGICAL CONTENT KNOWLEDGE DEPELOPMENT OF SCIENCE PROSPECTIVE TEACHERS IN PROFESSIONAL PRACTICE PROGRAM

Unnes Science Education Journal ◽

10.15294/usej.v7i2.23291 ◽

2018 ◽

Vol 7 (2) ◽

Author(s):

Diana Rochintaniawati ◽

Ari Widodo ◽

Riandi Riandi ◽

Lina Herlina

Keyword(s):

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Professional Practice ◽

Prospective Teachers ◽

Junior High School ◽

Lesson Study ◽

Study Data ◽

External Factors ◽

Internal Factors ◽

Pedagogical Content

The study of “Pedagogical Content Knowledge Development of Science Prospective Teachers in Professional Practice Program” was conducted in one junior high school located in Bandung. The purpose of the study was to analyze the level and pattern of science prospective teachers’ PCK development as measured by CoRe. The study involved students who enrolled professionals practice program. Mixed methods, quantitative and qualitative research was utilized as a method in the study. Data collected by the coding and scoring of the CoRe instruments were analyzed quantitatively; and data gained from observation, documentation, and interviews were analyzed qualitatively. The results showed that the PCK of prospective teachers are in the maturing PCK (level 3) and growing PCK (level 2). There are two patterns of PCK development showed by prospective teachers i.e. rising and fluctuative. The prospective teachers who are in the mature PCK show the pattern of rising, whereas prospective teachers who are in the growing PCK show fluctuative pattern. The study reveals that external and internal factors influenced the development of PCK. The pattern of guidance, lesson study activities, and intensity guidance are external factors that influenced the pattern of prospective students’ PCK development. Psychological effect that exists between teachers and students, the motivation of self to expand the horizons of knowledge, communication skills, and teaching experiences are the internal factors that influenced the development of prospective teacher PCK. The study suggests that the development of prospective teachers PCK in the program can be improved when supervisor and prospective teachers put consideration to those internal and external factors that influence the development of PCK.

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