Synergy between lesson study and content representation in a preservice teacher practicum

Detalhes bibliográficos
Autor(a) principal: Maurício, Paulo
Data de Publicação: 2024
Outros Autores: Valente, Bianor
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10400.21/17165
Resumo: This study evaluates the perceptions of four pre-service teachers and one mentor teacher regarding two lesson studies (LS) conducted in a single urban school, specifically in two 6th-grade science classes, as part of a preservice teacher practicum. One of the LS utilized the Content Representation (CoRe) as a planning tool. The sessions were recorded, transcribed, and analyzed using inductive content analysis within an interpretative framework. The results indicate a positive reception of the LS, with the use of CoRe being appreciated as a valuable tool that enhanced the depth of the planning sessions.
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spelling Synergy between lesson study and content representation in a preservice teacher practicumLesson studyInitial teacher educationPracticumPreservice teachersMentorsContent representationThis study evaluates the perceptions of four pre-service teachers and one mentor teacher regarding two lesson studies (LS) conducted in a single urban school, specifically in two 6th-grade science classes, as part of a preservice teacher practicum. One of the LS utilized the Content Representation (CoRe) as a planning tool. The sessions were recorded, transcribed, and analyzed using inductive content analysis within an interpretative framework. The results indicate a positive reception of the LS, with the use of CoRe being appreciated as a valuable tool that enhanced the depth of the planning sessions.ElsevierRCIPLMaurício, PauloValente, Bianor20242030-01-01T00:00:00Z2024-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.21/17165eng0742-051Xhttps://doi.org/10.1016/j.tate.2024.104525info:eu-repo/semantics/embargoedAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-03-06T02:16:03Zoai:repositorio.ipl.pt:10400.21/17165Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T03:13:29.130328Repositório 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 Synergy between lesson study and content representation in a preservice teacher practicum
title Synergy between lesson study and content representation in a preservice teacher practicum
spellingShingle Synergy between lesson study and content representation in a preservice teacher practicum
Maurício, Paulo
Lesson study
Initial teacher education
Practicum
Preservice teachers
Mentors
Content representation
title_short Synergy between lesson study and content representation in a preservice teacher practicum
title_full Synergy between lesson study and content representation in a preservice teacher practicum
title_fullStr Synergy between lesson study and content representation in a preservice teacher practicum
title_full_unstemmed Synergy between lesson study and content representation in a preservice teacher practicum
title_sort Synergy between lesson study and content representation in a preservice teacher practicum
author Maurício, Paulo
author_facet Maurício, Paulo
Valente, Bianor
author_role author
author2 Valente, Bianor
author2_role author
dc.contributor.none.fl_str_mv RCIPL
dc.contributor.author.fl_str_mv Maurício, Paulo
Valente, Bianor
dc.subject.por.fl_str_mv Lesson study
Initial teacher education
Practicum
Preservice teachers
Mentors
Content representation
topic Lesson study
Initial teacher education
Practicum
Preservice teachers
Mentors
Content representation
description This study evaluates the perceptions of four pre-service teachers and one mentor teacher regarding two lesson studies (LS) conducted in a single urban school, specifically in two 6th-grade science classes, as part of a preservice teacher practicum. One of the LS utilized the Content Representation (CoRe) as a planning tool. The sessions were recorded, transcribed, and analyzed using inductive content analysis within an interpretative framework. The results indicate a positive reception of the LS, with the use of CoRe being appreciated as a valuable tool that enhanced the depth of the planning sessions.
publishDate 2024
dc.date.none.fl_str_mv 2024
2024-01-01T00:00:00Z
2030-01-01T00:00:00Z
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/10400.21/17165
url http://hdl.handle.net/10400.21/17165
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 0742-051X
https://doi.org/10.1016/j.tate.2024.104525
dc.rights.driver.fl_str_mv info:eu-repo/semantics/embargoedAccess
eu_rights_str_mv embargoedAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Elsevier
publisher.none.fl_str_mv Elsevier
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
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collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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