Planning a research lesson online: pre-service teachers' documentation work

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Omar Hernández-Rodríguez ◽  
Gloriana González ◽  
Wanda Villafañe-Cepeda
Keyword(s):  
Lesson Study ◽  
Linear Equations ◽  
Methods Course ◽  
Cooperating Teacher ◽  
Clinical Experiences ◽  
Content Type ◽  
Pedagogical Content ◽  
Online Planning ◽  
Planning Meeting ◽  
Study Team

PurposeThe authors developed a lesson study innovation for bridging pre-service teachers' experiences in an early methods course and clinical experiences focusing on the development of technological pedagogical content knowledge (TPACK). The authors analyze one planning meeting by a lesson study team comprised of four pre-service teachers and one cooperating teacher. The purpose of this research was to determine the nature of documentation during the online planning meeting and how the cooperating teacher facilitated the documentation process.Design/methodology/approachThe authors used Gueudet and Trouche's (2009) documentation framework to determine the way the lesson study team in our study used all the resources available to plan a lesson. They analyzed the video recordings of the meeting to examine the interplay between material, didactical and mathematical components during the discussions. The material components included the Teacher Desmos Activity Builder and the eTextbook. The didactical components included assessment, scaffolding, multiple representations and problem-solving activities. The mathematical components pertained to systems of linear equations and inequalities with two variables.FindingsThe authors’ findings show that the cooperating teacher performed an invariant set of actions for improving the research lesson and, also, gave recommendations about how to implement the lesson. In facilitating the planning discussions, the cooperating teacher made explicit the relationship between material, didactical and mathematical components. The authors’ work has implications for supporting the preparation of facilitators of online planning sessions during lesson study.Research limitations/implicationsThe authors did not have access to the planning meeting where the PSTs created the draft of the research lesson. In addition, they are reporting the observations of only one online meeting.Originality/valueThe authors’ work has implications for supporting the preparation of facilitators of online planning sessions during lesson study.

Enhancing pedagogical content knowledge for STEM teaching of teacher candidates through lesson study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kornkanok Lertdechapat ◽  
Chatree Faikhamta
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Lesson Study ◽  
Teacher Candidates ◽  
Cooperating Teacher ◽  
Content Type ◽  
Pedagogical Content ◽  
Negative Case ◽  
And Mathematics ◽  
Stem Teaching

PurposeThis study explores how lesson study (LS) can enhance teacher candidates' ability to develop their pedagogical content knowledge (PCK) for teaching science, technology, engineering and mathematics (STEM).Design/methodology/approachA multiple case study design was undertaken using the social-constructivist paradigm. The authors explored similarities and differences within and among four cases of teacher candidates who collaborated with a cooperating teacher and a university mentor. The data were collected from field observations, post-lesson discussions and follow-up interviews; it was then content analyzed and validated using negative case analysis.FindingsLearning from post-lesson discussions within their own LS clusters, including a teacher candidate, his/her cooperating teacher and university mentor, could help teacher candidates develop their PCK for STEM, rather than gain experience through several rounds of LS engagement. The foci of post-lesson discussions, which were discussed by each LS cluster the most, were students' context, teaching and STEM prototypes, while knowledge of instructional strategies for teaching STEM was mostly related to the previously mentioned foci. Teacher candidates' confidence in teaching STEM lessons seemed to improve when they designed and discussed the overall lessons with their LS clusters.Originality/valueThe STEM-specific LS model was proposed to support the exploration of the struggles and successes of student learning before designing the purpose of the LS and enacting its phases; the implementation of LS could be the tool for enhancing teacher candidates' PCK for STEM teaching.

scholarly journals Lesson Study in Initial Teacher Education to Stimulate the Pedagogical Content Knowledge on the topic of Speed of Sound

2020 ◽  
Vol 22 (2) ◽  
pp. 29-47
Author(s):  
Teresa Conceição ◽  
Mónica Baptista ◽  
João Pedro Da Ponte
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Speed Of Sound ◽  
Lesson Study ◽  
Participant Observation ◽  
Video Recording ◽  
Education Programme ◽  
Initial Teacher Education ◽  
Cooperating Teacher ◽  
Pedagogical Content

The lesson study is a collaborative model of teacher professional development originating in Japan, which has received growing international attention. This multifaceted model can be considered from many points of view. This research aims to understand what physics and chemistry pre-service teachers learn, in the domain of the pedagogical content knowledge on the speed of sound, in a lesson study. Participants were all pre-service teachers (three) attending the first year of their initial teaching education programme. The lesson study, had two cycles, took place over the course of twelve sessions and a total of 36 hours of work. The first cycle consisted of ten sessions: the first eight sessions aimed at defining the topic and lesson planning; this was followed by the first research lesson taught by the cooperating teacher; and finally, there was a post-lesson reflection. The second cycle consisted of two sessions; a second research lesson was also taught by the cooperating teacher; and subsequent to this, there was a post-lesson reflection. This is a qualitative and interpretative study. Data were collected from participant observation of all sessions using field notes and video recording, individual interviews and individual written reflections. Results showed that the pre-service teachers developed the pedagogical teacher knowledge (PCK) to teach the topic in the planning phase, when they identified the students’ prior knowledge, which would help them learn the topic, and in the post-lesson reflection sessions, when they discussed strategies that could help students overcome their learning difficulties.

On the development of pedagogical content knowledge through lesson study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Keith Wood
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Inclusive Education ◽  
Lesson Study ◽  
Current Issue ◽  
Relevant Literature ◽  
Multiple Perspectives ◽  
Content Type ◽  
Pedagogical Content ◽  
Stem Teaching

PurposeThe objective of this editorial is to focus the author’s attention on the nature of pedagogical content knowledge (PCK) and its development through Lesson Study.Design/methodology/approachDiscussion in the editorial draws on papers in this issue, synthesized through the lens of PCK and supported by evidence from relevant literature.FindingsTeachers' engagement in lesson and learning study action research has the potential to develop their PCK in two ways: they gain insights into the ways their students experience objects of learning with reference to their own content knowledge, and they gain insights into the ways students should become able to experience objects of learning in more powerful ways identified by the teachers. The papers in the current issue elaborate on the contextual development of PCK from multiple perspectives: STEM teaching, cross-cultural lesson study, inclusive education and cultural competence through bansho.Originality/valueThe studies presented in this issue allow the readers to see PCK through different lenses.

Early statistics in kindergarten: analysis of an educator's pedagogical content knowledge in lessons promoting informal inferential reasoning

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Soledad Estrella ◽  
Maritza Mendez-Reina ◽  
Raimundo Olfos ◽  
Jocelyn Aguilera
Keyword(s):  
Young Children ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Lesson Study ◽  
Lesson Plan ◽  
Inferential Reasoning ◽  
Statistical Thinking ◽  
Content Type ◽  
Pedagogical Content ◽  
Informal Inferential Reasoning

PurposeThis study aims to describe the pedagogical content knowledge (PCK) of a kindergarten educator who implements a lesson plan about informal inferential reasoning designed in a lesson study group.Design/methodology/approachTo this end, we analyzed teaching interventions in two kindergarten lessons focused on the playful task of tossing two coins, associated with inferential statistical reasoning. The study highlights the importance of arguing and promoting this reasoning to develop statistical thinking. It is crucial to recognize how early students can be subject to learning experiences that promote a language of uncertainty, assess the evidence provided by the data, and make generalizations.FindingsThe results reveal that while the educator demonstrated knowledge and skills relevant to the curriculum and conceptual teaching strategies, the understanding of the content by the students and the integration of the PCK components still present a challenge.Practical implicationsThe lesson study collaborative teaching practices that promote PCK have proven effective for informing the design and implementation of instructional practices supporting the development of early statistical thinking in young children.Originality/valueThe study enriches the knowledge regarding the potential of the lesson study (LS) in the professional learning of kindergarten educators. It also contributes to a comprehensive approach based on authentic playful experiences in grade K that supports the development of early statistical thinking in young children.

scholarly journals Developing mathematics teachers’ pedagogical content knowledge in lesson study

2016 ◽  
Vol 5 (3) ◽  
pp. 212-226 ◽  
Author(s):  
Aoibhinn Ni Shuilleabhain
Keyword(s):  
Pedagogical Content Knowledge ◽  
Teacher Learning ◽  
Empirical Evidence ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Lesson Study ◽  
Content Type ◽  
Pedagogical Content ◽  
Primary Mathematics ◽  
Knowledge Of Content

Purpose – The purpose of this paper is to investigate the development of mathematics teachers’ pedagogical content knowledge (PCK) over successive cycles of lesson study. Utilising the framework of mathematical knowledge for teaching (MKT) (Ball et al., 2008), this research classifies features of PCK as utilised by post-primary mathematics teachers in their planning and reflection conversations in lesson study. The development of these features of PCK is then traced over successive cycles. Design/methodology/approach – In total, 12 teachers in two Irish post-primary schools participated in this research. Over the course of one academic year, these two groups of teachers completed a number of cycles of lesson study and qualitative data were generated through audio recordings of all lesson study meetings and through individual interviews with participants. Findings – Analysis of teacher dialogue reveals distinct features of knowledge of content and students (KCS) and knowledge of content and teaching (KCT) incorporated by these teachers in their planning and reflection conversations, providing empirical evidence of MKT in lesson study. The occurrence of these features of KCS and KCT in lesson study conversations increased over successive cycles, demonstrating teacher learning. Originality/value – This research contributes to the literature in expanding the theoretical underpinnings of teacher learning in lesson study. It also provides further empirical evidence of MKT (Ball et al., 2008) in teacher practice, specifically related to post-primary mathematics teachers.

Teacher education of statistics from theory to practice

2019 ◽  
Vol 12 (5) ◽  
pp. 857-869
Author(s):  
Samah Gamal Ahmed Elbehary
Keyword(s):  
Pedagogical Content Knowledge ◽  
Student Teachers ◽  
Learning Community ◽  
Content Knowledge ◽  
Lesson Study ◽  
Theory And Practice ◽  
Content Type ◽  
Pedagogical Content ◽  
Learning And Teaching ◽  
Teaching Statistics

Purpose To prepare pre-service mathematics teachers (PSMTs) in Egypt, learning statistics as a subject takes place at the faculty of science, apart from what is going on at the faculty of education. The Organization for Economic Co-operation and Development has highlighted this dilemma as follows; “Pre-service education in Egypt is characterized by a separation of theory from practice, in the belief that student teachers will put it into practice later in schools” (OECD, 2015, p. 120). The purpose of this paper is to propose a microteaching lesson study (MLS) model that bridges the gap between learning free content pedagogies and teaching statistics, consequently, enhances PSMTs’ pedagogical content knowledge. Design/methodology/approach The ethnographic approach has been employed, and hence, the national faculty policy guidelines have been revised through Grossman’s (1990) model. Moreover, a focus group of PSMTs’ opinions has been investigated to interpret the aforementioned situation and provide meaningful insights. Findings As a result, the MLS model rooted in constructivism theory has been introduced. Furthermore, supported discourse to enhance PSMTs’ pedagogical content knowledge (PCK) of teaching statistics is described. Originality/value The MLS model may help to change PSMTs’ perception concerning the gap between theory and practice. Meanwhile, it could be an endeavor to reform PSMTs’ initial views regarding what learning and teaching of statistics look like, through enhancing their PCK of teaching statistics. Furthermore, engaging them in such environments to be a part of the learning community and learn more from the experts is crucial.

Are lesson study participants sharing their professional knowledge?

2019 ◽  
Vol 9 (1) ◽  
pp. 57-66 ◽  
Author(s):  
Stephanie R. Whitney
Keyword(s):  
Lesson Study ◽  
Professional Knowledge ◽  
Local Context ◽  
Content Type ◽  
Mathematics Classrooms ◽  
Study Team ◽  
The Usa ◽  
Teaching As Research ◽  
K 12 ◽  
Study Participants

Purpose Research and practice are often seen as separate entities, however, the notion of teacher as researcher situates the act of teaching as research (Watanabe, 2018). Educators in Japan identify as researchers with contributions to make to the field. Lesson study is one vehicle for their research. The purpose of this paper is to understand whether educators outside Japan are sharing their work resulting from lesson study to impact the field beyond their local context. Design/methodology/approach Databases were searched to find cases (n=45) of lesson study in K-12 mathematics classrooms in the USA. Descriptions of how lesson study was implemented were coded to determine whether sharing of findings was a part of the lesson study cycle and, if so, to identify the mechanisms for sharing. Findings In 12 of the 45 cases, there was evidence that the lesson study team shared their findings beyond the team. The modes of sharing included inviting people to the research lesson, distributing the research lesson, presenting at conferences or writing articles. Research limitations/implications The cases are limited to published lesson study projects. The end of the lesson study cycle for teams not sharing was not evaluated. Practical implications Ways to make sharing results more accessible are discussed. Originality/value The originality of this paper is in that it evaluates a large number of documented cases of lesson study to understand if and how teachers are making their professional knowledge gained through lesson study public.

Social studies teacher educators who do race work

2018 ◽  
Vol 13 (3) ◽  
pp. 330-344 ◽  
Author(s):  
Sara B. Demoiny
Keyword(s):  
Social Studies ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teacher Educators ◽  
Methods Course ◽  
Methods Courses ◽  
Social Studies Methods ◽  
Content Type ◽  
Pedagogical Content ◽  
Social Studies Teacher

Purpose The purpose of this paper is to explore how 11 social studies teacher educators (SSTEs) incorporated race into their social studies methods courses. It examines the instructional practices of the SSTEs using racial-pedagogical-content-knowledge (RPCK) as an analytical framework. Design/methodology/approach The paper is a qualitative interview study. The data sources included two 40–90 min semi-structured interviews per participant, methods course syllabi and reading lists, and university documents such as departmental mission statements and program course requirements. Data were analyzed using three cycles of coding: descriptive coding, focused coding and analytic generalizations. Findings The paper illustrates how the SSTEs incorporated race into their social studies methods courses through developing counter-narrative content knowledge, modeling the application of critical race theory tenets through pedagogical content knowledge, and cultivating a working racial knowledge among pre-service teachers. Originality/value This paper extends the literature of the RPCK framework through illustrating many ways each component of RPCK can be applied within a social studies methods course.

scholarly journals Implications of Lesson Study for Tertiary-Level EFL Teachers’ Professional Development: A Case Study From Turkey

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110237
Author(s):  
İlknur Bayram ◽  
Fatma Bıkmaz
Keyword(s):  
Professional Development ◽  
Lesson Study ◽  
English Language ◽  
Research Question ◽  
Teaching Style ◽  
Language Teachers ◽  
Student Thinking ◽  
Pedagogical Content ◽  
Starting Point

This qualitative case study carried out at a Turkish university with four English language teachers aims to explore what teachers experience in the planning, implementation, analysis, and reporting phases of the lessons study process and what the implications of lesson study for teacher professional development can be. Data in this four-month study were gathered through observations, interviews, whole group discussions, and reflective reports. Findings revealed that lesson study had potential challenges and benefits for the professional development of teachers. The model poses challenges in finding a topic and research question, determining the lesson design and teaching style, making student thinking observable and analyzing qualitative data. On the other hand, it benefited teachers in terms of increasing their pedagogical content knowledge, reflectivity, research skills, collaboration, and collegiality. This study suggests that lesson study might be a good starting point for institutions wishing to adopt a more teacher-led, inquiry-driven and collaborative perspective for professional development.

Fuzzy risk assessment for electro-optical target tracker

2016 ◽  
Vol 33 (6) ◽  
pp. 830-851 ◽  
Author(s):  
Soumen Kumar Roy ◽  
A K Sarkar ◽  
Biswajit Mahanty
Keyword(s):  
Failure Mode ◽  
Failure Modes ◽  
Linear Equations ◽  
Mode Analysis ◽  
Failure Behavior ◽  
Membership Functions ◽  
Design And Development ◽  
Effect Analysis ◽  
Content Type ◽  
Criticality Analysis

Purpose – The purpose of this paper is to evolve a guideline for scientists and development engineers to the failure behavior of electro-optical target tracker system (EOTTS) using fuzzy methodology leading to success of short-range homing guided missile (SRHGM) in which this critical subsystems is exploited. Design/methodology/approach – Technology index (TI) and fuzzy failure mode effect analysis (FMEA) are used to build an integrated framework to facilitate the system technology assessment and failure modes. Failure mode analysis is carried out for the system using data gathered from technical experts involved in design and realization of the EOTTS. In order to circumvent the limitations of the traditional failure mode effects and criticality analysis (FMECA), fuzzy FMCEA is adopted for the prioritization of the risks. FMEA parameters – severity, occurrence and detection are fuzzifed with suitable membership functions. These membership functions are used to define failure modes. Open source linear programming solver is used to solve linear equations. Findings – It is found that EOTTS has the highest TI among the major technologies used in the SRHGM. Fuzzy risk priority numbers (FRPN) for all important failure modes of the EOTTS are calculated and the failure modes are ranked to arrive at important monitoring points during design and development of the weapon system. Originality/value – This paper integrates the use of TI, fuzzy logic and experts’ database with FMEA toward assisting the scientists and engineers while conducting failure mode and effect analysis to prioritize failures toward taking corrective measure during the design and development of EOTTS.

Sign in / Sign up

Export Citation Format

Share Document