Lesson-Study on Health Education with Pre-Service Biology Teachers

Autor/inn/en	Faria, Cláudia; Chagas, Isabel; Galvão, Cecília
Titel	Lesson-Study on Health Education with Pre-Service Biology Teachers
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 48 (2022) 2, S.214-227 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Faria, Cláudia) ORCID (Galvão, Cecília)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2021.1988824
Schlagwörter	Communities of Practice; Preservice Teachers; Biology; Science Teachers; Health Education; Secondary School Teachers; Teacher Educators; Student Attitudes; Lesson Plans; Program Effectiveness; Knowledge Level; Teaching Methods; Teacher Competencies; Foreign Countries; Portugal + Suchen Sie Ihr Suchwort? Community; Biologie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Schülerverhalten; Lesson planning; Unterrichtsplanung; Wissensbasis; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrkunst; Ausland
Abstract	The purpose of this paper is to present an appraisal of a lesson-study implementation with pre-service biology teachers concerning a health education issue, how blood pressure works and how it is affected. The participants were 11 pre-service teachers, a secondary school biology teacher and three teacher educators from a local University. A qualitative and interpretative approach was followed. Data were collected through participant observation, content analysis of the pre-service biology teachers' individual written reflections, and their proposal of a lesson plan. The results evidenced the value of this formative approach, concerning the learning opportunities it offers, not only related to the scientific content knowledge but also the didactic knowledge developed by pre-service teachers. They seemed to develop a holistic understanding of how to teach a theme as multidimensional as this one, health education, but they also developed didactic knowledge related to different central aspects of the teaching process, concerning lesson planning, task development, classroom management, and communication, and became aware of the importance of developing several crucial competencies as science teachers. The lesson-study approach revealed to be a strategy for learning about teaching planning that has the particularity of bringing theory and practice remarkably closer. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01