What Preservice Teachers and Knowledgeable Others Professionally Notice during Lesson Study

Autor/inn/en	Amador, Julie; Weiland, Ingrid
Titel	What Preservice Teachers and Knowledgeable Others Professionally Notice during Lesson Study
Quelle	In: Teacher Educator, 50 (2015) 2, S.109-126 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
DOI	10.1080/08878730.2015.1009221
Schlagwörter	Preservice Teachers; Classroom Environment; Teacher Education Programs; Video Technology; Lesson Plans; Teaching Methods; Mathematics Skills; Thinking Skills; Comparative Analysis; College Faculty; Field Experience Programs; Elementary School Students; Mathematics Instruction; Instructional Innovation; Observation; Statistical Analysis + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Lesson planning; Unterrichtsplanung; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; Fakultät; Praxisnahes Lernen; Mathematics lessons; Mathematikunterricht; Educational Innovation; Bildungsinnovation; Beobachtung; Statistische Analyse
Abstract	The purpose of this study was to understand what preservice teachers and knowledgeable others professionally notice as they engaged in repeated cycles of a modified version of lesson study, as a component of a field experience in a teacher education program. The study also centered on comparing the professional noticing practices of preservice teachers with other lesson study participants, including classroom teachers and university facilitators. Data analyzed included videos of weekly lesson study analysis meetings for seven weeks for each of four teams. Each team included six preservice teachers, a classroom teacher, and a university facilitator. Findings indicate that preservice teachers primarily noticed elements about the classroom environment and teacher pedagogy, but included instances of noticing centered on students' mathematical thinking. In contrast, classroom teachers and university facilitators, as knowledgeable others, typically noticed general events and were less focused on students' mathematical thinking. Analysis of noticing trends over the seven weeks indicated that noticing levels remained steady initially, dropped in the fourth and fifth week, and resumed original status in the final weeks. Results that the preservice teachers' noticing comments were at higher levels than the knowledgeable others are contrary to other research studies and indicate that incorporating lesson study with appropriate scaffolds into a field experience for preservice teachers may be a viable option for encouraging noticing of students' mathematical thinking. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01