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ERIC Number: EJ1404740
Record Type: Journal
Publication Date: 2023
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0020-739X
EISSN: EISSN-1464-5211
Available Date: N/A
Impact of Lesson Study on Pre-Service Primary Teachers' Mathematical Pedagogical Content Knowledge
International Journal of Mathematical Education in Science and Technology, v54 n10 p1994-2012 2023
Pedagogical Content Knowledge (PCK) is a fundamental component for effective teaching and plays a crucial role in teacher education. Even though pre-service teachers are engaged in training to improve their PCK, the literature reveals that most of their difficulties in practicum courses stem from their PCK. The purpose of this research is to describe the effects of the Lesson Study on Pre-service Primary Teachers' (PPTs) mathematical PCK in terms of the following components: "students' knowledge, lesson preparation" and "delivery." For this purpose, we observed and evaluated 12 PPTs' lessons during the Teaching Practicum-II course. We assigned six PPTs to the lesson study group and six of them to the non-lesson study group. Each PPT from the first group had already completed three different Lesson Study cycles during the Teaching Practicum-I course. The data consisted of the video recordings of classroom teaching, classroom observations, field notes and one-on-one interviews with PPTs. We analysed the data using qualitative analysis techniques. The results revealed that, although there were some differences among PPTs concerning the aforementioned components, Lesson Study helped PPTs improve their teaching practice and their PCK.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A