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

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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

Keywords

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

ASJC Scopus subject areas

  • Education

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