The development of elementary pre-service teachers’ professional noticing of students’ thinking through adapted Lesson Study

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

The purpose of the study was to investigate how Lesson Study influences pre-service teachers’ learning to professionally notice students’ mathematical thinking. The initial and last video-recorded discussions were analysed using a qualitative method. Findings suggest that Lesson Study can be useful means to improve pre-service teachers’ noticing expertise in reviewing and planning lessons. However, to maximise the effect of Lesson Study on developing pre-service teachers’ noticing expertise, several modifications need to be made to the Lesson Study protocol, which are discussed.

Original languageEnglish (US)
JournalAsia-Pacific Journal of Teacher Education
DOIs
StatePublished - Jan 1 2019

Fingerprint

expertise
teacher
student
qualitative method
video
planning
learning

Keywords

  • lesson preparation
  • lesson reflection
  • Pre-service teacher education
  • teacher noticing

ASJC Scopus subject areas

  • Education

Cite this

@article{783255bd92534d27ba57ae7cba4a43b2,
title = "The development of elementary pre-service teachers’ professional noticing of students’ thinking through adapted Lesson Study",
abstract = "The purpose of the study was to investigate how Lesson Study influences pre-service teachers’ learning to professionally notice students’ mathematical thinking. The initial and last video-recorded discussions were analysed using a qualitative method. Findings suggest that Lesson Study can be useful means to improve pre-service teachers’ noticing expertise in reviewing and planning lessons. However, to maximise the effect of Lesson Study on developing pre-service teachers’ noticing expertise, several modifications need to be made to the Lesson Study protocol, which are discussed.",
keywords = "lesson preparation, lesson reflection, Pre-service teacher education, teacher noticing",
author = "Mi Lee",
year = "2019",
month = "1",
day = "1",
doi = "10.1080/1359866X.2019.1607253",
language = "English (US)",
journal = "Asia-Pacific Journal of Teacher Education",
issn = "1359-866X",
publisher = "Routledge",

}

TY - JOUR

T1 - The development of elementary pre-service teachers’ professional noticing of students’ thinking through adapted Lesson Study

AU - Lee, Mi

PY - 2019/1/1

Y1 - 2019/1/1

N2 - The purpose of the study was to investigate how Lesson Study influences pre-service teachers’ learning to professionally notice students’ mathematical thinking. The initial and last video-recorded discussions were analysed using a qualitative method. Findings suggest that Lesson Study can be useful means to improve pre-service teachers’ noticing expertise in reviewing and planning lessons. However, to maximise the effect of Lesson Study on developing pre-service teachers’ noticing expertise, several modifications need to be made to the Lesson Study protocol, which are discussed.

AB - The purpose of the study was to investigate how Lesson Study influences pre-service teachers’ learning to professionally notice students’ mathematical thinking. The initial and last video-recorded discussions were analysed using a qualitative method. Findings suggest that Lesson Study can be useful means to improve pre-service teachers’ noticing expertise in reviewing and planning lessons. However, to maximise the effect of Lesson Study on developing pre-service teachers’ noticing expertise, several modifications need to be made to the Lesson Study protocol, which are discussed.

KW - lesson preparation

KW - lesson reflection

KW - Pre-service teacher education

KW - teacher noticing

UR - http://www.scopus.com/inward/record.url?scp=85066082329&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85066082329&partnerID=8YFLogxK

U2 - 10.1080/1359866X.2019.1607253

DO - 10.1080/1359866X.2019.1607253

M3 - Article

AN - SCOPUS:85066082329

JO - Asia-Pacific Journal of Teacher Education

JF - Asia-Pacific Journal of Teacher Education

SN - 1359-866X

ER -