Lesson studies in initial mathematics teacher education

Detalhes bibliográficos
Autor(a) principal: Ponte, João Pedro da
Data de Publicação: 2017
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10451/28908
Resumo: Purpose – The purpose of this paper is to review the research concerning the use of lesson studies in the education of secondary school prospective mathematics teachers. It discusses the adaptations made on the designs, the aims and outcomes established, the processes used, and the needed improvements in the experiences reported so far. Design/methodology/approach – The scientific studies reviewed were identified in a Google search, using the key words “lesson study”, “mathematics”, and “secondary.” The identified material was recorded in a database and the themes for the analysis cover the planning, execution, and reflection phases of a formative process. Findings – The paper identifies the several pending issues regarding the use of lesson studies in prospective teacher education such as defining the aims, establishing the relationships among participants, scaling, and adapting lesson studies for the particular purpose of educating future teachers. Research limitations/implications – At a practical level, this review suggests that lesson studies in pre-service teacher education must have a clear formative aim. It also shows that many formats are possible and must be chosen according to the specific conditions. In addition, it suggests the need for research regarding the definition of the aims, the working relationships established among participants, the problem of scale, and the problem of adaptation or simplification. Originality/value – The paper identifies the key issues in the design of lesson studies in initial teacher education. It argues that besides signaling the positive outcomes, more critical (or self-critical) investigations are needed, e.g. using external researchers as “critical friends”, which address their difficulties, limitations, and drawbacks in a more thorough way.
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spelling Lesson studies in initial mathematics teacher educationLesson studyMathematicsInitial teacher educationSecondaryPre-service teacher educationPurpose – The purpose of this paper is to review the research concerning the use of lesson studies in the education of secondary school prospective mathematics teachers. It discusses the adaptations made on the designs, the aims and outcomes established, the processes used, and the needed improvements in the experiences reported so far. Design/methodology/approach – The scientific studies reviewed were identified in a Google search, using the key words “lesson study”, “mathematics”, and “secondary.” The identified material was recorded in a database and the themes for the analysis cover the planning, execution, and reflection phases of a formative process. Findings – The paper identifies the several pending issues regarding the use of lesson studies in prospective teacher education such as defining the aims, establishing the relationships among participants, scaling, and adapting lesson studies for the particular purpose of educating future teachers. Research limitations/implications – At a practical level, this review suggests that lesson studies in pre-service teacher education must have a clear formative aim. It also shows that many formats are possible and must be chosen according to the specific conditions. In addition, it suggests the need for research regarding the definition of the aims, the working relationships established among participants, the problem of scale, and the problem of adaptation or simplification. Originality/value – The paper identifies the key issues in the design of lesson studies in initial teacher education. It argues that besides signaling the positive outcomes, more critical (or self-critical) investigations are needed, e.g. using external researchers as “critical friends”, which address their difficulties, limitations, and drawbacks in a more thorough way.EmeraldinsightRepositório da Universidade de LisboaPonte, João Pedro da2017-09-07T14:36:29Z20172017-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10451/28908engPonte, J. P. (2017). Lesson studies in initial mathematics teacher education. International Journal for Lesson and Learning Studies, 6(2), 169-181.2046-825310.1108/IJLLS-08-2016-0021info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-11-08T16:20:38Zoai:repositorio.ul.pt:10451/28908Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T21:44:52.060510Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Lesson studies in initial mathematics teacher education
title Lesson studies in initial mathematics teacher education
spellingShingle Lesson studies in initial mathematics teacher education
Ponte, João Pedro da
Lesson study
Mathematics
Initial teacher education
Secondary
Pre-service teacher education
title_short Lesson studies in initial mathematics teacher education
title_full Lesson studies in initial mathematics teacher education
title_fullStr Lesson studies in initial mathematics teacher education
title_full_unstemmed Lesson studies in initial mathematics teacher education
title_sort Lesson studies in initial mathematics teacher education
author Ponte, João Pedro da
author_facet Ponte, João Pedro da
author_role author
dc.contributor.none.fl_str_mv Repositório da Universidade de Lisboa
dc.contributor.author.fl_str_mv Ponte, João Pedro da
dc.subject.por.fl_str_mv Lesson study
Mathematics
Initial teacher education
Secondary
Pre-service teacher education
topic Lesson study
Mathematics
Initial teacher education
Secondary
Pre-service teacher education
description Purpose – The purpose of this paper is to review the research concerning the use of lesson studies in the education of secondary school prospective mathematics teachers. It discusses the adaptations made on the designs, the aims and outcomes established, the processes used, and the needed improvements in the experiences reported so far. Design/methodology/approach – The scientific studies reviewed were identified in a Google search, using the key words “lesson study”, “mathematics”, and “secondary.” The identified material was recorded in a database and the themes for the analysis cover the planning, execution, and reflection phases of a formative process. Findings – The paper identifies the several pending issues regarding the use of lesson studies in prospective teacher education such as defining the aims, establishing the relationships among participants, scaling, and adapting lesson studies for the particular purpose of educating future teachers. Research limitations/implications – At a practical level, this review suggests that lesson studies in pre-service teacher education must have a clear formative aim. It also shows that many formats are possible and must be chosen according to the specific conditions. In addition, it suggests the need for research regarding the definition of the aims, the working relationships established among participants, the problem of scale, and the problem of adaptation or simplification. Originality/value – The paper identifies the key issues in the design of lesson studies in initial teacher education. It argues that besides signaling the positive outcomes, more critical (or self-critical) investigations are needed, e.g. using external researchers as “critical friends”, which address their difficulties, limitations, and drawbacks in a more thorough way.
publishDate 2017
dc.date.none.fl_str_mv 2017-09-07T14:36:29Z
2017
2017-01-01T00:00:00Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10451/28908
url http://hdl.handle.net/10451/28908
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Ponte, J. P. (2017). Lesson studies in initial mathematics teacher education. International Journal for Lesson and Learning Studies, 6(2), 169-181.
2046-8253
10.1108/IJLLS-08-2016-0021
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Emeraldinsight
publisher.none.fl_str_mv Emeraldinsight
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
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