Case of Preservice Elementary Mathematics Lesson Study: Teacher Visions and Learning Process to Teach

Autor/inn/en	Murata, Aki; McGee, Anna; Madkins, Tia C.; Fabrega, Judith; Kim, Hee-Jeong; Gillingham, Denny; Shareff, Becca L.
Titel	Case of Preservice Elementary Mathematics Lesson Study: Teacher Visions and Learning Process to Teach
Quelle	(2016), (53 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Learning Processes; Mathematics Instruction; Preservice Teachers; Elementary School Teachers; Lesson Plans; Teaching Methods; Thinking Skills; Kindergarten; Cooperative Learning; Course Content; Teacher Student Relationship; Classroom Communication; Learning Experience; Practicums; Foreign Countries; Geometry; Video Technology; Student Evaluation; Decision Making; Preservice Teacher Education; Methods Courses; California; Japan + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Mathematics lessons; Mathematikunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lesson planning; Unterrichtsplanung; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Kooperatives Lernen; Kursprogramm; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassengespräch; Lernerfahrung; Practicum; Praktikum; Praktika; Ausland; Geometrie; Schulnote; Studentische Bewertung; Decision-making; Entscheidungsfindung; Lehramtsstudiengang; Lehrerausbildung; Methodisch-didaktische Anleitung; Kalifornien
Abstract	This study investigated the learning process of preservice elementary teachers (PSTs) through lesson study in a mathematics teaching methods course. Lesson study meeting data of kindergarten PSTs were analyzed to examine the shifting focus on (1) student collaboration in classroom (vision), (2) teaching practices (making content accessible), and (3) understanding of student thinking of mathematics, in teachers' talks. The four learning phases were identified in which the PSTs' vision guided sense-making process, and lesson study provided the structure for the process. Visions can support or distract PSTs' learning, and learning experiences should guide PSTs to understand how to enact their visions in relationship to classroom practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01