Preparing, Leading, and Reflecting on Whole-Class Discussions: How Prospective Mathematics Teachers Develop Their Knowledge during Lesson Study

Autor/inn/en	Martins, Micaela; da Ponte, João Pedro; Mata-Pereira, Joana
Titel	Preparing, Leading, and Reflecting on Whole-Class Discussions: How Prospective Mathematics Teachers Develop Their Knowledge during Lesson Study
Quelle	In: European Journal of Science and Mathematics Education, 11 (2023) 1, S.33-48 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Martins, Micaela) ORCID (da Ponte, João Pedro) ORCID (Mata-Pereira, Joana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2301-251X
Schlagwörter	Mathematics Instruction; Teaching Methods; Pedagogical Content Knowledge; Knowledge Base for Teaching; Preservice Teachers; Teacher Education Programs; Lesson Plans; Teacher Collaboration; Classroom Environment; Theory Practice Relationship; Reflective Teaching; Teacher Educators; Teacher Role; Mathematics Teachers; Discussion (Teaching Technique); Student Attitudes; Foreign Countries; Portugal + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Kompetenz; Teaching theory; Theory of teaching; Unterrichtstheorie; Lesson planning; Unterrichtsplanung; Lehrerkooperation; Klassenklima; Unterrichtsklima; Theorie-Praxis-Beziehung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerrolle; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Ausland
Abstract	This research aims to understand how prospective teachers develop their knowledge about whole-class discussions during a lesson study. Following a qualitative approach, we focus on the work of three prospective mathematics teachers preparing, leading, and reflecting on wholeclass discussions. Data was collected through participant observation with field notes, audio recordings, and document collection. The results show that a detailed analysis of a lesson plan, previously prepared autonomously by a prospective teacher based on a guide, promotes a focused discussion and a collaborative environment. Additionally, being involved in each other's formative process, through lesson study micro-cycles, created opportunities for prospective teachers to analyze and discuss different classroom situations, which promoted the development of their knowledge. Finally, classroom experiences seemed to be fundamental for the development of prospective teachers' knowledge. They were able to put into practice the work carried out during the lesson study, which allowed them to link theory and practice, and reflect on their own practice. This research also underlines the importance of the teacher educator's role in creating fruitful opportunities for the development of prospective teachers' knowledge. (As Provided).
Anmerkungen	European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01