SavedAdd your journal

Journals / Türk Bilgisayar ve Matematik Eğitimi Dergisi / 2015 / Cilt: 6 - Sayı: 2

Examining the Effect of Lesson Study on Prospective Primary Teachers Knowledge of Lesson Planning

Ders İmecesinin Sınıf Öğretmeni Adaylarının Matematik Dersini Planlama Bilgilerine Etkisinin İncelenmesi

Müjgan BAKİ
Selahattin ARSLAN
Pages
209–229
Publication Date
2022-11-04
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

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

Findings indicated that the prospective classroom teachers who participated in lesson study improved their knowledge in terms of planning an affective lesson taking student s current knowledge and understanding into consideration.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This article reflects a special part of a research conducted to examine the effect of lesson study on prospective classroom teachers mathematical pedagogical content knowledge (MPCK).
📊
Key Findings & Data:The research is conducted with 12 prospective classroom teachers, six of them have already assisted to lesson study and the others have not.
💡
Conclusion & Impact:Findings indicated that the prospective classroom teachers who participated in lesson study improved their knowledge in terms of planning an affective lesson taking student s current knowledge and understanding into consideration.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

This article reflects a special part of a research conducted to examine the effect of lesson study on prospective classroom teachers mathematical pedagogical content knowledge (MPCK). In this article, the special part consists of prospective teachers knowledge of lesson planning including a mastery of planning an affective lesson taking into account student s current knowledge, understanding and difficulties within mathematics. Therefore, the research question is how lesson study practices affect prospective classroom teachers knowledge of lesson planning as a sub component of MPCK. The research is conducted with 12 prospective classroom teachers, six of them have already assisted to lesson study and the others have not. Data collection tools consist of video records, class observations, field notes, interviews and lesson plans prepared and used by prospective teachers participated in lesson study. Findings indicated that the prospective classroom teachers who participated in lesson study improved their knowledge in terms of planning an affective lesson taking student s current knowledge and understanding into consideration. They appeared to be aware of selecting and ordering appropriate activities related to the actual objectives of the mathematical topics. They also appeared to be better in lesson organization and lesson presentation comparing to the other group of prospective teachers who did not participated in lesson study.

Özet

: Bu makale, Öğretmenlik Uygulaması derslerinde uygulanan ders imecesi modelinin sınıf öğretmeni adaylarının alanı öğretme bilgilerine etkisini izlemek amacıyla yapılan bir araştırmanın bir bölümünü yansıtmaktadır. Makalede alanı öğretme bilgisinin alt bileşenlerinden olan öğrenme-öğretme sürecini planlama boyutuna odaklanılarak Ders imecesi uygulaması, sınıf öğretmeni adaylarının öğrenme öğretme sürecini planlama bilgilerinin gelişimini nasıl etkilemektedir? sorusunun yanıtı aranmıştır. Çalışma 6sı daha önce ders imecesi çalışmasına katılmış, 6sı katılmamış olmak üzere 12 sınıf öğretmeni adayıyla, Öğretmenlik Uygulaması dersi kapsamında gerçekleştirilmiştir. Veri toplama aracı olarak video kayıtları, gözlem, alan notları, mülakat, ders planları kullanılmıştır. Ders imecesi grubunun bir dersin planlamasında nelere dikkat edilmesi gerektiği konusunda kendilerini geliştirdikleri ve bu adayların, etkinliklerin sayısını ayarlama, öğrenme-öğretme sürecini bir kazanım dâhilinde tamamlama ve etkinlikleri uygun sırada sıralama konularında diğer grubun adaylarına göre daha iyi oldukları belirlenmiştir.

🔖

Cite This Article

BAKİ, M., ARSLAN, S. (2022). Examining the Effect of Lesson Study on Prospective Primary Teachers Knowledge of Lesson Planning. Türk Bilgisayar ve Matematik Eğitimi Dergisi, Cilt: 6 - Sayı: 2, 209–229. https://ajindex.com/articles/620408

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (13)

  1. Ann, S., Kulm, G., & Wu, Z. (2004). The pedagogical content knowledge of middle school mathematics teachers in China and the U.S. Journal of Mathematics Teacher Education, 7, 145-172.
  2. Baki, M. (2012). Sınıf öğretmeni adaylarının matematiği öğretme bilgilerinin gelişiminin incelenmesi: Bir ders imecesi (lesson study) çalışması (Yayımlanmamış doktora tezi). Karadeniz Teknik Üniversitesi,
  3. Eğitim Bilimleri Enstitüsü, Trabzon. Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407.
  4. Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33( 8), 3-15.
  5. Cochran- Smith, M., & Lytler, S. (1999). Relationship of knowledge and practice: Teacher learning in communities. Reviev of Research in Education, 24, 249-305
  6. Darling-Hammond, L. (2010).Teacher education and the American future. Journal of Teacher Education, 61(1-2), 35-47.
  7. Fennema, E., & Franke, M. L. (1992). Teachers ‘knowledge and its impact. In Dauglas A. Grouws (Eds.), Handbook of Research on Mathematics Teaching and Learning (pp. 147-164). New York: Macmillan, Fernandez, C., Yoshida, M., Chokshi, S., & Cannon, J. (2001). An overview of lesson study. Retrieved from http://www.teacherscollege.edu/lessonstudy/presentations_slides.html.
  8. Fernandez, C., & Yoshida, M. (2004). Lesson study: A Japanese approach to improving mathematics teaching and learning. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
  9. Fernandez, M. L., & Zilliox, J. (2011). Investigating approaches to lesson study in prospective mathematics teacher education. In L. C. Hart, A. Alston & A. Murata (Eds.), Lesson study research and practice in mathematics education. (pp. 85-102).
  10. Dordrecht, The Netherlands: Springer. Gökçe, E. ve Demirhan, C. (2005). Öğretmen eğitiminde yenilikçi yaklaşım mı yoksa geleneksel bir anlayış mı? Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 38(2), 187-195.
  11. Goodell, J., E. (2006). Using critical incident reflections: A self study as a mathematics teacher educator. Journal of Mathematics Teacher Education, 9, 221-248
  12. Kranier, K. (2011). Teachers as stakeholders in mathematics education research. In Ubuz, B. (Ed.), Proceedings of the 35 th Conference of the International for the Psychology of Mathematics Education (vol.1, pp. 47-62).
  13. Ankara, Turkey: PME. Leinhardt, G., & Greeno.J.(1986). The cognitive skill of teaching. Journal of Educational Psychology, 78(2), 75