The Development of Elementary Pre-Service Teachers' Professional Noticing of Students' Thinking through Adapted Lesson Study

Autor/in	Lee, Mi Yeon
Titel	The Development of Elementary Pre-Service Teachers' Professional Noticing of Students' Thinking through Adapted Lesson Study
Quelle	In: Asia-Pacific Journal of Teacher Education, 47 (2019) 4, S.383-398 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2019.1607253
Schlagwörter	Elementary Education; Preservice Teachers; Preservice Teacher Education; Thinking Skills; Student Attitudes; Mathematics Education; Elementary School Mathematics; Teaching Methods; Mathematical Logic; Reflection; Lesson Plans; Mathematics Teachers + Suchen Sie Ihr Suchwort? Elementarunterricht; Lehramtsstudiengang; Lehrerausbildung; Denkfähigkeit; Schülerverhalten; Mathematische Bildung; Elementare Mathematik; Schulmathematik; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematical logics; Mathematische Logik; Lesson planning; Unterrichtsplanung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende
Abstract	The purpose of the study was to investigate how Lesson Study influences pre-service teachers' learning to professionally notice students' mathematical thinking. The initial and last video-recorded discussions were analysed using a qualitative method. Findings suggest that Lesson Study can be useful means to improve pre-service teachers' noticing expertise in reviewing and planning lessons. However, to maximise the effect of Lesson Study on developing pre-service teachers' noticing expertise, several modifications need to be made to the Lesson Study protocol, which are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01