The Development of Pedagogical Content Knowledge of Prospective Primary Teachers in a Lesson Study

Autor/inn/en	Cardoso, Linda; Da Ponte, João Pedro; Quaresma, Marisa
Titel	The Development of Pedagogical Content Knowledge of Prospective Primary Teachers in a Lesson Study
Quelle	In: International Journal for Lesson and Learning Studies, 12 (2023) 2, S.152-165 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cardoso, Linda) ORCID (Da Ponte, João Pedro) ORCID (Quaresma, Marisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-8253
DOI	10.1108/IJLLS-02-2022-0027
Schlagwörter	Pedagogical Content Knowledge; Preservice Teachers; Elementary School Teachers; Teaching Methods; Lesson Plans; Learner Engagement; Learning Activities; Preservice Teacher Education; Foreign Countries; Mathematics Instruction; Mathematics Education; Portugal + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson planning; Unterrichtsplanung; Lernaktivität; Lehramtsstudiengang; Lehrerausbildung; Ausland; Mathematics lessons; Mathematikunterricht; Mathematische Bildung
Abstract	Purpose: To understand how lesson study (LS) can promote the development of pedagogical content knowledge (PCK) of prospective primary teachers. More specifically, to know what PCK prospective primary teachers develop during LS and how this development occurs. Design/methodology/approach: Following a qualitative approach, this study took place in a teacher education institution where a LS was carried out during the last semester of the academic year with the participation of two prospective teachers, a teacher educator, a cooperating teacher and a researcher. Findings: The results suggest that prospective teachers may develop PCK when they participate in LS, regarding lesson planning (goals and lesson plan), task design, students' difficulties and solving strategies, whole-class discussions and observation of student learning. This development occurs through the engagement in LS activities that allow prospective teachers to deepen their knowledge. Originality/value: This study investigates how the development of prospective teachers' PCK occurs during LS, providing knowledge about how different activities of the LS help develop different aspects of PCK. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01