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Journals / Hacettepe Üniversitesi Eğitim Fakültesi Dergisi / 2019 / Cilt: 34 - Sayı: 3

Examining the Use of Lesson Analysis to Improve Teacher Candidates’ Knowledge of Teaching

Öğretmen Adaylarının Öğretme Bilgisini Geliştirmek İçin Ders Analizi Kullanımının İncelenmesi

Müjgan BAKİ
Neslihan SÖNMEZ
Pages
750–768
Publication Date
2022-10-19
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The study concluded that the lesson analysis activities supported the creation of a consciousness that teacher candidates should consider a lesson in mathematics teaching from the point of view of the student.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:One of the goals of this research is to investigate how lesson analysis activities for the School Experience course supported the development of teacher candidates’ knowledge of teaching.
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Key Findings & Data:The second goal of this research is to reveal how applications involving lesson analysis reflected on the teacher candidates’ teaching practices.
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Conclusion & Impact:The study concluded that the lesson analysis activities supported the creation of a consciousness that teacher candidates should consider a lesson in mathematics teaching from the point of view of the student.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

One of the goals of this research is to investigate how lesson analysis activities for the School Experience course supported the development of teacher candidates’ knowledge of teaching. The second goal of this research is to reveal how applications involving lesson analysis reflected on the teacher candidates’ teaching practices. Designed as qualitative research, the study was conducted with elementary mathematics teacher candidates. The data collection tools were the candidates’ lesson analysis reports and end-of-term assessment reports, video recordings of the candidates’ teaching practices, classroom observation, field notes, and interviews conducted with the candidates. The data were analyzed by means of content analysis method. The study concluded that the lesson analysis activities supported the creation of a consciousness that teacher candidates should consider a lesson in mathematics teaching from the point of view of the student. Besides, it was observed that the candidates started noticing when the learners understood easily, or had difficulty, and to what should pay attention when teaching. Suggestions have been made to make the School Experience course more effective in the teacher training process.

Özet

Bu çalışmanın amaçlarından biri Okul Deneyimi dersindeki ders analizi etkinliklerinin öğretmen adaylarının öğretme bilgilerinin gelişimini nasıl desteklediğini incelemektir. Çalışmanın ikinci amacı ise ders analizi içeren uygulamaların öğretmen adaylarının öğretme pratiklerine nasıl yansıdığını ortaya çıkarmaktır. Nitel araştırma desenini yansıtan bu araştırma ortaokul matematik öğretmeni adayları ile yürütülmüştür. Veri toplama araçları, adayların ders analizi ve dönem sonu değerlendirme raporları; adayların öğretme pratiklerinin video kayıtları, gözlem, alan notları ve adaylarla yapılan mülakatlardır. Veriler içerik analizi yoluyla analiz edilmiştir. Çalışma sonucunda ders analizi aktivitelerinin matematik öğretiminde bir dersin öğrenci açısından düşünülmesi gerektiği bilinci oluşturulmasını desteklediği görülmüştür. Bunun yanı sıra, öğrencilerin hangi durumlarda kolaylıkla anladıklarını veya zorlandıklarını ve öğretim sırasında dikkat edilmesi gerekenleri öğretmen adaylarının fark etmeye başladıkları belirlenmiştir. Öğretmen eğitimi sürecinde Okul Deneyimi dersinin daha etkili bir şekilde yürütülmesine dair önerilerde bulunulmuştur.

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Cite This Article

BAKİ, M., SÖNMEZ, N. (2022). Examining the Use of Lesson Analysis to Improve Teacher Candidates’ Knowledge of Teaching. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 34 - Sayı: 3, 750–768. https://ajindex.com/articles/532168

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