Using Lesson Study as a Means to Support Teachers in Learning to Teach Mathematics for Social Justice

2010 ◽  
pp. 181-197 ◽  
Author(s):  
Tonya Gau Bartell
Keyword(s):  
Social Justice ◽  
Lesson Study ◽  
Learning To Teach

scholarly journals Developing the practice of pre-service physical education teachers through a dyad model of lesson study

2021 ◽  
pp. 1356336X2110046
Author(s):  
Penny Lamb ◽  
Graham King
Keyword(s):  
Physical Education ◽  
Lesson Study ◽  
Computer Mediated Communication ◽  
Learning To Teach ◽  
Individual Learning ◽  
Theory And Practice ◽  
Learning Needs ◽  
Cross Sectional ◽  
Holistic View ◽  
School Based

This article reports on a dyad model of lesson study aimed at scaffolding the theory and practice of learning to teach physical education. Participants were pre-service teachers (PSTs) completing a 38-week Master’s-level Postgraduate Certificate in Education in eastern England, training to teach the secondary age range (11–18 years). A total of 40 PSTs volunteered to participate in the study during their school-based training. A three-year cross-sectional case-study framework involving three distinct cohorts of PSTs allowed for a comparison of data, captured through computer-mediated communication. Dialogue through email communications and electronic evaluations was analysed inductively. Three substantive themes were identified as a result of the PSTs’ experiences: (a) developing confidence in the classroom through collaboration with a peer; (b) developing physical education pedagogies to support students’ individual learning needs; and (c) developing physical education pedagogies to support assessment of students’ progress. The dyad lesson study model provided a safe and non-hierarchical platform for collaboration between PSTs. Peer-to-peer reflection on aspects of their own practice instilled confidence and enhanced understanding, particularly in relation to understanding students’ individual learning needs to promote progress and assessing such progress. Dyad lesson study positively supported PSTs’ professional development against prescribed Teachers’ Standards beyond the formal hierarchical rules and structures associated with the school-based training process. Such collaborative conversations can help to minimise professional isolation for PSTs during their school-based training and address the juxtaposition of connecting the theory of learning to teach with a holistic view of student learning in practice.

Learning to teach the M in/for STEM for social justice

ZDM ◽  
2019 ◽  
Vol 51 (6) ◽  
pp. 1005-1016 ◽  
Author(s):  
Cynthia Nicol ◽  
Leicha A. Bragg ◽  
Vanessa Radzimski ◽  
Kwesi Yaro ◽  
Arthur Chen ◽  
...  
Keyword(s):  
Social Justice ◽  
Learning To Teach

scholarly journals Promoting EFL Student Teachers’ Life-Long Learning through Microteaching Lesson Study

2018 ◽  
Vol 18 (2) ◽  
pp. 267
Author(s):  
Fitri Budi Suryani ◽  
Dwi Rukmini ◽  
Dwi Anggani Linggar Bharati ◽  
Rudi Hartono
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Content Knowledge ◽  
Teacher Professional Development ◽  
Lesson Study ◽  
Teacher Educators ◽  
Learning To Teach ◽  
Life Long Learning ◽  
Teacher Professional ◽  
The Subject

The success of lesson study as an approach for teacher professional development in improving students’ learning has inspired the works on microteaching lesson study which is designed for student teachers in microteaching course. Some studies show that microteaching lesson study brought about positive result to student teachers’ pedagogical ability and content knowledge. However, that microteaching lesson study influences student teachers in their teaching internship, that is the course taken after microteaching where student teachers teach real students in real schools, has not been revealed yet. This study aims at exploring the influence of microteaching lesson study on the English as a Foreign Language (EFL) student teachers in teaching internship and to what extent the influence was to promote the EFL student teachers’ life-long learning to teach. It is a qualitative study with semi-structured group interview as the instrument of the research. The subject of the study was ten EFL student teachers who voluntarily participated in the study from twenty two student teachers. They had enrolled in a microteaching class that applied microteaching lesson study in the sixth semester and then took the teaching internship in the seventh semester. The finding of the study indicates that microteaching lesson study has considerably influences most of the EFL student teachers in gaining life-long learning to teach as they already implemented the steps of microteaching lesson study in their teaching internship initiatively. Finally, this study recommends teacher educators to adapt lesson study in microteaching course that can make the EFL student teachers to keep learning to teach.

Revising a Teacher Education Program for Diversity and Social Justice through Culturally Responsive Coursework and Professional Collaboration

2016 ◽  
pp. 409-436
Author(s):  
Gayle Y. Thieman
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Education Program ◽  
Lesson Study ◽  
Teacher Candidates ◽  
Culturally Responsive ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Teacher Preparation Program ◽  
Graduate Teacher Education

A major revision in a graduate teacher education program (GTEP) at a mid-sized urban university provided an opportunity to rethink goals as teacher educators in order to address issues of diversity and social justice. This chapter suggests some answers to the question: What characteristics of a teacher preparation program prepare teacher candidates (TCs) to provide high quality education for all students, including those who have been historically underserved? This chapter reports a case study of the relevant research and implementation of substantially revised university coursework to better prepare teacher candidates for a diverse student population, and increased collaboration to promote program coherence. Revised coursework emphasizes culturally responsive teaching, content area literacy, and accountability for K-12 student learning. Collaboration is facilitated by clustered placements, co-teaching, and lesson study.

Learning to Teach for Social Justice: Measuring Change in the Beliefs of Teacher Candidates

2008 ◽  
Vol 4 (4) ◽  
pp. 267-290 ◽  
Author(s):  
Sarah Enterline ◽  
Marilyn Cochran-Smith ◽  
Larry H. Ludlow ◽  
Emilie Mitescu
Keyword(s):  
Social Justice ◽  
Teacher Candidates ◽  
Learning To Teach ◽  
Measuring Change

Learning to Teach through Lesson Study

2006 ◽  
Vol 28 (3) ◽  
pp. 86-96 ◽  
Author(s):  
Stephen T. Marble
Keyword(s):  
Lesson Study ◽  
Learning To Teach

Learning to Teach Mathematics for Social Justice: Negotiating Social Justice and Mathematical Goals

2013 ◽  
Vol 44 (1) ◽  
pp. 129-163 ◽  
Author(s):  
Tonya Gau Bartell
Keyword(s):  
Professional Development ◽  
Social Justice ◽  
Teacher Professional Development ◽  
Learning To Teach ◽  
Sociocultural Perspective ◽  
Teacher Interviews ◽  
Collective Work ◽  
The Social ◽  
Teacher Professional ◽  
The Relationship

This article describes teachers' collective work aimed at learning to teach mathematics for social justice. A situated, sociocultural perspective of learning guides this examination of teachers' negotiation of mathematical goals and social justice goals as they developed, implemented, and revised lessons for social justice. Teacher interviews, discussions, lessons, and written reflections were analyzed using grounded theory methodology, and teachers' conversations were examined concerning the relationship between mathematical goals and social justice goals. Analysis revealed that early tensions arose around balancing these goals, that teachers focused more attention on the social justice component, and that the instantiation of these goals in practice proved difficult. Variables that afford or constrain teachers' roles as social justice educators are discussed, and implications for teacher professional development are suggested.

Evaluation of the Learning to Teach for Social Justice–Beliefs Scale in an Australian context

2014 ◽  
Vol 34 (2) ◽  
pp. 311-323 ◽  
Author(s):  
Paul Ginns ◽  
Anthony Loughland ◽  
Robert J. Tierney ◽  
Luke Fryer ◽  
Rose Amazan ◽  
...  
Keyword(s):  
Social Justice ◽  
Learning To Teach ◽  
Australian Context
Sign in / Sign up

Export Citation Format

Share Document