Discussion Contents during a Lesson Study Conducted with Knowledgeable Others

Autor/inn/en	Kanbolat, Oben; Arslan, Selahattin
Titel	Discussion Contents during a Lesson Study Conducted with Knowledgeable Others
Quelle	In: Journal of Pedagogical Research, 7 (2023) 4, S.303-322 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kanbolat, Oben) ORCID (Arslan, Selahattin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; College Faculty; Teacher Collaboration; Communities of Practice; Group Discussion; Teaching Methods; Classroom Techniques; Preservice Teachers; Mathematics Teachers; Mathematics Instruction; Elementary School Teachers; Turkey + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Lehrerkooperation; Community; Gruppendiskussion; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Elementary school; Grundschule; Volksschule; Türkei
Abstract	Over the past two centuries, lesson study has been applied in different countries with different participant profiles. Lesson study is defined as a dynamic research-learning cycle of planning, applying, observing, and analyzing a lesson. Although the participants' discussions in lesson study practices were examined from different perspectives, they have not been analyzed in depth in terms of their contributions to teachers' and preservice teachers' professional development. In this study, the content and frequency of participants' discussions are examined. Six weeks of research were conducted by an academician, a teacher, and three mathematics pre-service teachers. The data were collected through field notes, video recordings, interviews, and focus group interviews. A total of eleven major headings were identified in the lesson study, concerning pedagogical and mathematical issues. The study also concluded that while classroom management was the most widely discussed topic, group and individual instructional techniques received less attention. (As Provided).
Anmerkungen	Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01