Improving Preservice Field Placements in Secondary Mathematics: A Residency Model for Student Teaching through Lesson Study

Autor/in	Gurl, Theresa
Titel	Improving Preservice Field Placements in Secondary Mathematics: A Residency Model for Student Teaching through Lesson Study
Quelle	In: Journal of Mathematics Education at Teachers College, 1 (2010) 1, S.17-20 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-1400
Schlagwörter	Field Experience Programs; Secondary School Mathematics; Internship Programs; Models; Student Teaching; Lesson Plans; Student Teachers; Cooperating Teachers; Meetings; Teacher Collaboration; Secondary School Teachers; New York (New York) + Suchen Sie Ihr Suchwort? Praxisnahes Lernen; Berufspraktische Ausbildung; Analogiemodell; Teaching practice; Unterrichtspraxis; Lesson planning; Unterrichtsplanung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Meeting; Tagung; Lehrerkooperation
Abstract	In response to the recent calls for a residency model for field internships in education, a possible model based on an adaptation of Japanese lesson study is described. Lesson study consists of collaboratively planning, implementing, and discussing lessons after the lesson is taught. Results of a study in which student teachers and cooperating teachers followed a lesson study format for several meetings is briefly shared, including an analysis of the discussion that took place during planning and follow-up meetings. Suggestions and rationale for a more widespread implementation of the model are discussed. (As Provided).
Anmerkungen	Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site: http://www.tc.columbia.edu/jmetc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01