Discussing Students' Thinking and Perspectives for Improving Teaching: An Analysis of Teachers' Reflection in Post-Lesson Discussions in Lesson Study Cycles

Autor/inn/en	Shimizu, Yoshinori; Kang, Hyomin
Titel	Discussing Students' Thinking and Perspectives for Improving Teaching: An Analysis of Teachers' Reflection in Post-Lesson Discussions in Lesson Study Cycles
Quelle	In: ZDM: Mathematics Education, 54 (2022) 2, S.419-431 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shimizu, Yoshinori) ORCID (Kang, Hyomin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-022-01371-5
Schlagwörter	Instructional Improvement; Reflection; Lesson Plans; Foreign Countries; Teaching Methods; Elementary School Teachers; Faculty Development; Thinking Skills; Teacher Attitudes; Student Attitudes; Mathematics Instruction; Japan + Suchen Sie Ihr Suchwort? Unterrichtsqualität; Lesson planning; Unterrichtsplanung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Denkfähigkeit; Lehrerverhalten; Schülerverhalten; Mathematics lessons; Mathematikunterricht
Abstract	Lesson study is a Japanese concept to improve teaching and learning mathematics through a particular form of activity in which a group of teachers works collaboratively to plan, implement, observe, and reflect on the proposed research lessons. Although lesson study is internationally acknowledged as providing key learning opportunities for teachers, there is limited information on post-lesson discussion and its contribution toward teachers' professional growth. This study has the aim of describing the key features of post-lesson discussions. An entire group of teachers at a public elementary school in Japan participated in three lesson study cycles. During the post-lesson discussion in each cycle, the teachers were invited to write down what they believed was significant in the planned lesson and their comments regarding the lessons, for the discussion. The writings and comments were collected and analyzed. This method helped capture teachers' 'voices' better compared to recordings of oral discussion. The results of the analyses of teachers' writings and comments revealed that a major part of post-lesson discussions involved issues related to pedagogies, and teachers' reflections tended to focus more on students' thinking and mathematical topics over time as the cycles of lesson study proceeded. The results suggested that teachers' professional growth can be related to their recognition of the importance of understanding students' thinking and their perspectives on mathematics, in order to improve teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01