Thought piece: to what extent could the reflective approach to teaching practicum debriefing strategy be incorporated in lesson study?

2021 ◽  
pp. 1-7
Author(s):  
Mark Minott
Keyword(s):  
Lesson Study ◽  
Teaching Practicum ◽  
Approach To Teaching ◽  
Reflective Approach

scholarly journals Lesson Study as a Faculty Development Initiative in Higher Education: A Systematic Review

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842098256
Author(s):  
Gabriel Hervas
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Lesson Study ◽  
Faculty Members ◽  
Future Research ◽  
Positive Outcomes ◽  
Organizational Issues ◽  
Approach To Teaching ◽  
And Mathematics ◽  
Development Practice

Lesson study (LS) is a professional development practice that has mainly remained conducted by elementary, secondary, and preservice schoolteachers. However, in recent years, different studies have explored its practice among higher education (HE) faculty members. This article presents the first systematic review on LS among HE faculty members. Twenty-one studies published until December 2019 were analyzed. Among others, findings regarding reveal that (a) most of these studies are of U.S. origin and of linguistic and mathematics disciplines; (b) few faculty members participated in these studies; (c) most LS-related references used are not contextualized in HE; (d) beneficial outcomes of LS in the design of the lessons, the participants’ pedagogical knowledge and the participants’ approach to teaching; (e) mixed results regarding the participants’ reflection and collaboration, and (f) less positive outcomes about organizational issues when conducting LS. I discuss these results and present future research lines and limitations of this study.

scholarly journals SCHOOL-BASED TEACHER LEARNING: A REFLECTIVE APPROACH

2016 ◽  
Vol 1 (2) ◽  
pp. 50
Author(s):  
Tamas Kiss
Keyword(s):  
Professional Development ◽  
Teacher Learning ◽  
Teacher Development ◽  
Lesson Study ◽  
School Administration ◽  
Institutional Development ◽  
School Based ◽  
Teacher Professional ◽  
Reflective Approach ◽  
Developmental Programme

Professional development is an important issue for every teacher. The recent trends in education favour teacher-centred, participant initiated and managed, school-based teacher development programmes, for example action research, lesson study, communities of practice, etc. Although there is no doubt that such initiatives offer ample learning opportunities for practitioners, it is important that higher level school or institutional development strategies be also considered, besides teachers’ individual learning agendas. This paper argues that it is possible to merge the needs of both individual practitioners and schools through a reflective, school-based developmental programme which is organised and supported by the school administration for the benefit of all involved. Being conceptual, the paper outlines a model for such a professional development course and discusses the principles it should be based on, its knowledge base, including possible content areas, skills, and learning processes. This paper may initiate professional discussion and further our knowledge of teacher development.  Keywords: Developmental strategies, individual practitioner, school administration, teacher-centred, teacher professional developmentCite as: Kiss, T. (2016). School-based teacher learning: A reflective approach. Journal of Nusantara Studies, 1(2), 50-62.

Noticing Student Mathematical Thinking Within the Context of Lesson Study

2019 ◽  
Vol 71 (5) ◽  
pp. 568-583 ◽  
Author(s):  
Pınar Guner ◽  
Didem Akyuz
Keyword(s):  
Teacher Education ◽  
Preservice Teacher ◽  
Lesson Study ◽  
Teacher Education Program ◽  
Mathematical Thinking ◽  
Middle School Mathematics ◽  
Teacher Noticing ◽  
Teaching Practicum ◽  
Group Members ◽  
Study Process

The purpose of this study is to investigate a preservice middle school mathematics teacher’s noticing of student mathematical thinking within the context of lesson study as a component of a teaching practicum course in a teacher education program. This study also examines how preservice teacher education experiences in the context of lesson study influence the noticing skill of the participant preservice teacher, Lisa. Results indicated that the lesson study process supported teacher noticing of student mathematical thinking as the preservice teacher engaged in planning, teaching, and reflecting on the lessons. It was found that the collaborative and reflective structure of lesson study based on the anticipation of students’ thinking and interactions between group members significantly increased the level of noticing. The study also revealed that reading about mathematics subjects and the classroom teacher’s feedback proved helpful to develop Lisa’s noticing.

scholarly journals Peer Observation of Language Teaching: A Reflective Approach to Teaching

2018 ◽  
Vol 24 ◽  
pp. 70-82
Author(s):  
Anna Nunan
Keyword(s):  
Reflective Practice ◽  
Information Flow ◽  
Language Teaching ◽  
Language Teachers ◽  
Peer Observation ◽  
Interactive Model ◽  
Observation Process ◽  
Approach To Teaching ◽  
Reflective Approach

Peer observation of teaching has increasingly been considered as a means of promoting reflective practice for language teachers. An interactive model is critical to the success of the observation process as it is structured, supportive and emphasises choice, control and observation between equals. The insistence on an information flow aimed at the observed helps reaffirm the idea that observation is not an administrative exercise but a beneficial process for the teacher and learner. If peer observation can uncover some of the assumptions teachers use to shape language teaching, including the resistance to teaching as an open practice, an improvement of existing approaches to language teaching may be within reach.

Unsettling Notions of Planning Competence: Lessons from Studio-Based Learning with Indigenous Peoples

2019 ◽  
pp. 0739456X1984457 ◽  
Author(s):  
Janice Barry ◽  
Evan Allan ◽  
Deepa Chandran ◽  
James Cook ◽  
Brittany Curtis ◽  
...  
Keyword(s):  
Indigenous Peoples ◽  
Teaching And Learning ◽  
Professional Competence ◽  
Student Experiences ◽  
Planning Profession ◽  
Planning Methods ◽  
Approach To Teaching ◽  
Reflective Approach

Drawing on the instructor and student experiences of a service-based learning course with Indigenous peoples, this paper considers how studios develop the skills and competencies outlined by accrediting bodies. Yet, this approach to teaching and learning can also unsettle students’ sense of professional competence and faith in the usefulness of conventional planning methods. In this case, unsettlement was a valuable and productive outcome that supported the development of a more critically reflective approach to working with Indigenous peoples and a newfound appreciation of the need to engage in disquieting conversations about the colonial underpinnings of the planning profession.

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