Reflection in Post-Lesson Discussions in Lesson Studies in Initial Mathematics Teacher Education
DOI:
https://doi.org/10.46328/ijemst.5300Keywords:
Initial teacher education, Lesson study, Mathematics, Post-lesson discussion, ReflectionAbstract
Post-lesson discussions in lesson study are important opportunities for reflection about practice. The aim of this study is to know the conditions that can favor the moment of post-lesson discussion in lesson studies carried out in initial teacher education. We developed a model for leading these discussions which concerns the procedures for taking turns and the issues to address. The participants are two preservice primary school teachers (grades 1-6) and the teacher educator. The preservice teachers were doing the practicum in the second and final year of their teacher education program. The results show that the model was very useful for structuring the discussion and promoting its quality. In addition, the results show the importance of the quality of observations and the records made, the previous experience and knowledge of the participants and the preparation work made in the lesson study, the participants involvement, and the role of the facilitator.
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