scholarly journals Lesson Study og lærerstudenters fokus på elevers læring i veiledningssamtaler

2015 ◽  
Vol 9 (1) ◽  
pp. 3
Author(s):  
Raymond Bjuland ◽  
Nina Helgevold ◽  
Elaine Munthe
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Lesson Study ◽  
Initial Teacher Education ◽  
Learning Goals ◽  
Teacher Education Programs ◽  
Student Groups ◽  
Field Practice ◽  
Research Questions ◽  
Field Schools

Søkelyset settes her på norsk lærerutdanning og på grunnskolelærerstudenters veiledningssamtaler i praksisopplæring hvor Lesson Study ble innført som arbeidsmetode. Analysen fra studentenes veiledningssamtaler forsøker å identifisere muligheter og begrensninger ved innføring av Lesson Study der samtalefokus er elevers læring knyttet til et bestemt tema i en forskningstime. Et teoretisk og analytisk rammeverk benyttes (Bransford, Brown, & Cocking, 2000) for å identifisere elevsentrerte, kunnskapssentrerte, vurderingssentrerte og felleskapssentrerte ytringer i veiledningssamtalene. Slike ytringer blir knyttet til tre sentrale aspekter ved planlegging og gjennomføring av en forskningstime i en Lesson Study syklus: Elevobservasjon, prediksjon og forskningsspørsmål. Resultater fra analysene av veiledningssamtaler fra to studentgrupper tilknyttet naturfag og matematikk viste store forskjeller med tanke på gruppenes planlegging av en Lesson Study syklus. Studentene i matematikk valgte å legge opp undervisningen ut ifra lærebokens nivåinndeling av lærestoffet, noe som ser ut til å virke hemmende med tanke på elevobservasjon og prediksjon knyttet til det faglige emnet. Studentene i naturfag var mye mer opptatt av å formulere gode læringsmål og forskningsspørsmål. I denne veiledningssamtalen var det også et tydelig fokus på prediksjon samt aktiv elevobservasjon under gjennomføringen av undervisningsøkten. Resultater fra denne studien påpeker behov for et grundig forarbeid på campus av faglærere ved utdanningsinstitusjonen slik at studentene får muligheten til å forberede en Lesson Study syklus der forskningsspørsmål, elevobservasjon og prediksjon er sentrale hovedmomenter som løftes fram. Videre er det behov for et godt samarbeid mellom faglærere og praksislærere ved skolene for at implementering av Lesson Study skal være vellykket.Abstract In this article, we present a study of field practice during Initial Teacher Education in Norway where Lesson Study was implemented. Mentoring sessions in mathematics and science were analyzed based on a theoretical framework that highlights pupils’ learning (Bransford, Brown, & Cocking, 2000). This framework was used as an analytical tool to identify pupil-oriented, knowledge-oriented and assessment-oriented utterances. Such utterances were also related to three crucial aspects of planning and carrying out a research lesson in a Lesson Study cycle: the student teachers’ research questions, their predictions of possible difficulties that might arise in relation to the learning goal and how they intend to observe pupils’ learning. The analyses of the mentoring sessions show interesting differences between the student groups across the two subjects. The students in mathematics based their teaching on the textbook’s division of task levels, something that seems to have a restraining effect on pupil observation and prediction related to mathematical goals and content. The students in science were more concerned with formulating adequate learning goals and research questions. The mentoring sessions in the science groups also had a clear focus on prediction and pupil observation during the research lesson. Results of this study are discussed in relation to how faculty teachers and mentoring teachers in field schools contribute to student teachers’ developing the competence needed to work in research-based ways in schools. The results also show the importance of following up the implementation of new working methods in Initial Teacher Education programs. Key words: Field practice, studeteachers, Lesson Study

Lesson study in Dutch initial teacher education explored: its potential and pitfalls

2020 ◽  
Vol 9 (4) ◽  
pp. 351-365
Author(s):  
Tijmen M. Schipper ◽  
Sui Lin Goei ◽  
Wouter R. Van Joolingen ◽  
T. Martijn Willemse ◽  
Evelien C. Van Geffen
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Case Studies ◽  
Lesson Study ◽  
Teacher Educators ◽  
Initial Teacher Education ◽  
Target Groups ◽  
Content Type ◽  
Time Planning ◽  
Practical Implications

PurposeThis paper explores the potential and pitfalls of Lesson Study (LS) in Dutch initial teacher education (ITE). This context is examined through data drawn from student-teachers and teacher educators participating in LS.Design/methodology/approachThree case studies of three teacher education institutes in the Netherlands are presented, focusing on student-teachers' learning in two cases and teacher educators' learning in the third case.FindingsThe case studies show that LS in the context of Dutch ITE has high potential. All cases yield clear benefits for working collaboratively as a result of participating in a LS. Student-teachers appreciate the explicit focus in LS on how students learn and teacher educators stress how LS may strengthen their role as “teachers of teachers.” Time, planning arrangements, commitment and a LS facilitator are highlighted as essential conditions for LS application in ITE.Research limitations/implicationsThe three cases address a specific ITE context focusing on different target groups (student-teachers and teacher educators in applied and/or research universities). Consequently, results are explorative regarding Dutch ITE.Practical implicationsThe potential of LS in Dutch ITE is recognized and stressed; this study may act as a catalyst for further and wider application of LS in this context, taking into account possible pitfalls and conditions.Originality/valueThis is one of the first studies exploring the potential of LS in Dutch ITE using both student-teachers' and teacher educators' perspectives.

scholarly journals Lærerstudenters kommentatorkompetanse om flerkultur og undervisning av flerspråklige elever drøftet i lys av kritisk multikulturalisme

2016 ◽  
Vol 10 (1) ◽  
pp. 2 ◽  
Author(s):  
Wenche Elisabeth Thomassen
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Minority Language ◽  
Learning Opportunities ◽  
Initial Teacher Education ◽  
Critical Multiculturalism ◽  
Institutional Power ◽  
Field Practice ◽  
Group Interviews ◽  
Understanding Of Subject Matter

Grunnskolelærerutdanningen har som mål å utdanne studenter med både aktør- og kommentatorkompetanse. Kommentatorkompetanse innebærer evnen til kritisk refleksjon. Planer, forskrifter og retningslinjer for grunnskolelærer-utdanningene fastslår at studentene skal ha kunnskaper om flerkultur og undervisning av minoritetsspråklige elever. Slik kompetanse er fortsatt etterspurt, også blant nyutdannede lærere.I denne undersøkelsen er “kritisk multikulturalisme” brukt som teoretisk tilnærming for å analysere gruppeintervjuer med lærerstudenter. Drøftingen inkluderer også hvordan begreper fra denne teoretiske tilnærmingen fungerer for å forstå lærerstudentenes kommentatorkompetanse. Kritisk multikulturalisme er opptatt av å gi en analyse av undertrykking og institusjonalisering av ulike maktrelasjoner innen utdanning. Begreper som er særlig framtredende, er systemmakt, definisjonsmakt og avmakt. Empirien er en del av et større forskningsprosjekt ved UiS, som studerer praksis i grunnskolelærerutdanningen.Undersøkelsen viser at lærerstudentene viser oppmerksomhet og grad av kritisk kommentatorkompetanse når det gjelder systemnivå og pedagogiske praksiser, men ikke har nødvendigvis tilstrekkelig kunnskap om lover og regler for opplæringen. De savner mer oppmerksomhet på temaet innen lærerutdanningen, særlig konkret didaktikk. Funn i materialet indikerer at det ville være av betydning med en dypere forståelse og mer faglige begreper som grunnlag for refleksjon.Analysebegrepene fra kritisk multikulturalisme kan bidra til å sette studentenes utsagn inn i en større sammenheng og peke på potensielt diskriminerende diskurser, men fanger ikke alt studentene er opptatt av. Dette er et område som det ikke er mye forskning på i Norge, artikkelen er et bidrag til økt kunnskap om flerkultur i grunnskolelærerutdanningene.Nøkkelord: lærerstudenter, flerkultur, flerspråklige elever, kritisk multikulturalisme AbstractIncluded in the Norwegian government’s mandated Initial Teacher Education in Norway (ITE) curriculum and regulations is the aim that students should be able to both engage in teaching as a profession and to be able to reflect critically on their teaching practices. Moreover, students are expected to build knowledge about Norway as a multicultural country and to know how best to teach minority language pupils. There is still demand for these competencies, also amongst newly educated teachers.In this study, “Critical Multiculturalism” is used as a theoretical approach to analyze group interviews with student teachers. Critical Multiculturalism is concerned with analyzing suppression and institutionalization of different power relations in the education system. Central concepts are institutional power, systemic power, power of definition and not having power. Within the discussion, this approach will also be evaluated from a conceptual standpoint.The data is part of a larger research project at UiS, studying field practice in ITE. The study shows that student teachers pay attention to and critically reflect on multiculturalism and the education of minority language pupils within the framework of the school and pedagogic practice, but do not have sufficient knowledge about the rules and regulations which guide the ways the school at an institutional level organize these children’s learning opportunities. In addition, students report that they lack opportunities during their teacher education to focus on this topic, especially in didactics. Findings from the data indicate that in order for critical reflection to occur, students need to build a deeper understanding of subject matter concepts.Although concepts from “Critical Multiculturalism” may contribute to being able to place the students’ statements into a wider context, and to focus on potential discriminatory modes of discussion, they do not encapsulate some of the students’ concerns.There is not much research on this topic in Norway, and this article contributes to new knowledge about multiculture in teacher education.Keywords: Student teachers, multiculture, multilingual pupils, critical multiculturalism

A literature review of lesson study in initial teacher education

2018 ◽  
Vol 7 (1) ◽  
pp. 8-22 ◽  
Author(s):  
Deborah Lynn Sorton Larssen ◽  
Wasyl Cajkler ◽  
Reidar Mosvold ◽  
Raymond Bjuland ◽  
Nina Helgevold ◽  
...  
Keyword(s):  
Teacher Education ◽  
Literature Review ◽  
Student Teachers ◽  
Lesson Study ◽  
Initial Teacher Education ◽  
Learning Needs ◽  
Research Papers ◽  
Content Type ◽  
National Team ◽  
Definition Of

Purpose The purpose of this paper is to conduct a structured review of literature on lesson study (LS) in initial teacher education (ITE). The focus was on how learning and observation were discussed in studies of LS in ITE. Design/methodology/approach Each national team (in Norway and Britain) undertook independent searches of published peer-reviewed articles. The resulting articles were then combined, screened and collaboratively reviewed, the focus being on two areas of enquiry: how learning is represented and discussed; and the extent to which observation is described and used to capture evidence of learning. Findings The literature review indicated that there was no universally held understanding of, or explanation for, the process of observation, how it should be conducted, and who or what should be the principal focus of attention. There was also a lack of clarity in the definition of learning and the use of learning theory to support these observations. Research limitations/implications This study was limited to a review of a selection of peer-reviewed journal articles, published in English. It arrives at some tentative conclusions, but its scope could have been broadened to include more articles and other types of published material, e.g. theses and book chapters. Practical implications Research that investigates the use of LS in ITE needs to be more explicit about how learning is defined and observed. Furthermore, LS research papers need to assure greater clarity and transparency about how observations are conducted in their studies. Originality/value This literature review suggests that discussion of both learning and observation in ITE LS research papers should be strengthened. The review highlights three principal challenges that ITE LS researchers should consider: how to prepare student-teachers to observe (professional noticing being a promising option), the wide variation in the focus of classroom observation in ITE lesson studies, and discussion of what is understood by learning needs to stand at the heart of preparation for lesson studies in ITE.

scholarly journals A COVID-19 Re-envisioned Teaching Practicum Curriculum

2021 ◽  
Vol 6 (2) ◽  
pp. 249-266
Author(s):  
Carisma Nel ◽  
Carolina Botha ◽  
Elma Marais
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Student Teachers ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
School Partnerships ◽  
Teaching Practicum ◽  
Alternative Placement ◽  
University School Partnerships ◽  
Faculties Of Education

The changes taking place in the schooling landscape because of the coronavirus are real and meaningful and have implications for the training of preservice teachers, especially the teaching practicum component of their initial teacher education programs. The havoc caused by COVID-19 forced many faculties of education into a state of ‘panic-gogy’ to ensure that student teachers could complete their teaching practicums. In this paper we argue that consideration should be given to core teaching practices and practice-based teacher education pedagogies (i.e., representations and approximations) that can be used in alternative “placement contexts” that will supplement and harness the authenticity of school-based experiences. We provide two conceptual tools, collaboratively developed by teaching practicum educators and mentor teachers, that can be used as heuristic by other university-school partnerships when considering teaching practicum redesign efforts.

The Development and Use of Improvised Science-Teaching Models: A Case of Natural Science Pre-Service Teachers

2021 ◽  
Vol 20 (5) ◽  
pp. 18-37
Author(s):  
Wiets Botes
Keyword(s):  
Teacher Education ◽  
Science Teaching ◽  
Natural Science ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teaching Practicum ◽  
Teaching Models ◽  
Research Questions ◽  
Practicum Experience

The study aimed to describe how a team of final-year pre-service teachers followed the process of improvisation to develop and utilise improvised science-teaching models during a teaching practicum experience. Guided by a conceptual understanding of the process of improvisation, this purposeful qualitative case study sought to respond to a series of research questions. These research questions are: “What are the issues that necessitate the need to develop science-teaching models for a teaching practicum experience?”, “How could the process of improvisation enable Natural Science pre-service teachers to develop improvised science-teaching models for a teaching practicum experience?” and “To what extent do the Natural Science pre-service teachers utilise the improvised science-teaching models in their teaching practicum?” Data collection methods such as spontaneous free-response e-mail communications, a focus-group discussion, and the use of photo-voice methodology yielded rich empirical data. The findings revealed how the Natural Science pre-service teachers ultimately engaged with the improvisation principles to develop improvised science-teaching models from low-cost and recycled materials. The paper further describes how the improvised science-teaching models were introduced in the pre-service teachers’ Natural Science lesson delivery as part of a model-based teaching approach. Findings from the study suggest that initial teacher education programs render environmental and contextual consciousness in shaping pre-service teachers for the diverse schooling contexts. The study further suggests that initial teacher education programs be intentional towards structuring module course material to make the skill of improvisation accessible to pre-service teachers as part of their teacher development.

scholarly journals I Want to Become a Teacher because…? Student-Teachers Change in Attitudes of Becoming Teachers in Austria and Kosovo

2022 ◽  
Vol 2022 ◽  
pp. 1-11
Author(s):  
Fjolla Kaçaniku ◽  
Irene Maderbacher ◽  
Franz Erhard ◽  
Blerim Saqipi
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Attitudes ◽  
Student Teacher ◽  
Teaching Practice ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teaching Career

The motivation for career choice motivation of student-teachers is a well-studied topic with a representative theoretical basis in teacher education research that has a long-standing tradition in the international research landscape. However, in understanding the pressing questions of why young people choose to become teachers, only a few longitudinal and comparative studies have been carried out that focus on the development of motivation for choosing a teaching career. This longitudinal study reports on the effects of time within initial teacher education and how it influences student-teacher attitudes and motives about the teaching profession. This article is a product of a larger study that aims at addressing the existing literature gap by examining student-teacher change in attitudes of becoming teachers in Austria and Kosovo starting from initial teacher education, during early stages of their teaching career as novice teachers, and to more advanced stages of their teaching career. This is a panel study located within a longitudinal design. In this study, a questionnaire and student-teacher reflection texts were used as instruments. Data were collected in three phases during which 673 student-teachers participated in face-to-face administered questionnaire as follows: 341 (phase 1), 185 (phase 2), and 147 (phase 3), as well as 19 student-teacher reflections. Questionnaire data were analysed using the general linear model (GLM) with repeated measures test, whereas the reflection text data were analysed using thematic analysis. The findings in this longitudinal study provide evidence that student-teacher attitudes and motives for becoming teachers can change over time during the initial teacher education in Austria and Kosovo, and they can be influenced by in-school experiences during teaching practice. The study concludes that motives for choosing a teaching career are primarily intrinsic, are not time-stable, and change over the course of studies. The study findings have clear implications for initial teacher education programs in addressing changes in student-teachers’ attitudes of becoming teachers. The insights gained from the findings of this study lead to recommendations that initial teacher education programs should strengthen teaching practice to better manage the preparation of students and teachers and their entry into the teaching profession.

Lesson study in field practice: a time-lagged experiment in initial teacher education in Norway

2016 ◽  
Vol 5 (2) ◽  
pp. 142-154 ◽  
Author(s):  
Elaine Munthe ◽  
Raymond Bjuland ◽  
Nina Helgevold
Keyword(s):  
Teacher Education ◽  
Lesson Study ◽  
Teacher Education Program ◽  
Initial Teacher Education ◽  
Small Scale ◽  
Usual Condition ◽  
Content Type ◽  
Field Practice ◽  
Time Lagged ◽  
Teacher Education Department

Purpose – The purpose of this paper is to describe the background for, the design of, and the implementation of Lesson Study in a teacher education program in Norway. Lesson Study was chosen as an intervention in an attempt to shift pre-service teachers’ focus from themselves to their pupils, attempting to strengthen their possibilities to learn more about the consequences of their instructional decisions for their pupils. Design/methodology/approach – The study used a time-lagged experiment where one group of second year pre-service teachers took part in their three-week field practice as usual (business-as-usual-condition), and one group, the following year, took part in Lesson Study cycles during their three-week field practice period. The students were recruited from four subject areas in both conditions: Math, Physical Education, Science, and English. Findings – The use of Lesson Study created more collaborative inquiry among the pre-service teachers. At its best, the pre-service teachers formulated research questions, took active part in observations, and used data (pupils’ work, interviews and observations) to inform their choices about how to create improved learning for their pupils. Research limitations/implications – The study is a small scale study due to the need to test before upscaling. Practical implications – The paper includes a description of how Lesson Study was implemented in a Teacher Education Department, and this can be valuable information for others who are attempting the same. Originality/value – This paper fulfills an identified need to learn more about pre-service teachers\ learning and lesson study in teacher education.

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