Enhancing Prospective Mathematics Teachers' Lesson Planning Skills through Lesson Study within School University Partnership Program

Autor/inn/en	Fitriati, Fitriati; Rosli, Roslinda; Iksan, Zanaton H.
Titel	Enhancing Prospective Mathematics Teachers' Lesson Planning Skills through Lesson Study within School University Partnership Program
Quelle	In: Journal on Mathematics Education, 14 (2023) 1, S.69-84 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Fitriati, Fitriati) ORCID (Rosli, Roslinda) ORCID (Iksan, Zanaton H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2087-8885
Schlagwörter	Teacher Education Programs; Lesson Plans; Mathematics Teachers; College School Cooperation; Case Studies; Partnerships in Education; Student Teachers; Mathematics Instruction; Student Teacher Attitudes; Student Improvement; Program Effectiveness; Cooperative Learning; Cooperating Teachers; Teacher Educators; Peer Evaluation; Geometry; Validity; Mathematical Logic; Grade 7; Grade 8; Discovery Learning; Problem Based Learning; Student Projects; Active Learning; Comparative Analysis; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Lesson planning; Unterrichtsplanung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Hochschulpartnerschaft; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Mathematics lessons; Mathematikunterricht; Kooperatives Lernen; Co-operation; Cooperation; Kooperation; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Geometrie; Gültigkeit; Mathematical logics; Mathematische Logik; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Entdeckendes Lernen; Problem-based learning; Problemorientiertes Lernen; Schulprojekt; Aktives Lernen; Ausland; Indonesien
Abstract	Planning a mathematics lesson plan is a complex process. Its quality contributes to the effectiveness of mathematics instruction. Given this significance, improving prospective mathematics teachers' lesson planning ability is essential for teacher preparation programs to produce effective teachers. This study examines how a lesson study within a school-university partnership program (SUPER-LS) could strengthen the lesson planning skills of prospective mathematics teachers. This study employed a case study, which included thirteen student teachers. Data were collected using four initial and four final drafts of mathematics lesson plans developed by four groups of prospective mathematics teachers and reflection reports. These were then analyzed qualitatively using the framework of MKT. The study found that sixteen categories of issues were present in the initial lesson plan, and six remained in the final lesson plan. In the final lesson plan, the 16 problems were reduced to 6, with an improvement of around 62.50%. In addition, prospective mathematics teachers improved their lesson planning skills because of their involvement in the SUPER-LS program, facilitated by intensive collaboration and interaction among participants, especially in-service teachers, and teacher educators, as well as peers' feedback. (As Provided).
Anmerkungen	Indonesian Mathematical Society. Jl. Padang Selasa 524, Palembang, South Sumatra 30139, Indonesia. Tel: +618-127-106777; Fax: +627-113-20310; Web site: http://jme.ejournal.unsri.ac.id/index.php/jme
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01