Lesson Study in Field Practice for Prospective Mathematics Teachers

• In Event: Poster Session 3
  In Poster Session: Division K Section 5 Poster Session

Abstract

This article reports on the research on the implementation of lesson study in the context of prospective primary teachers’ field practice in a Norwegian University. The relative occurrence of different tasks of teaching during the field practice was assessed under two conditions: (1) the “business as usual” condition (no intervention) and (2) the intervention lesson study condition. Our findings indicate that, in the lesson study condition, the prospective teachers implemented tasks of teaching focusing on the teaching process and pupil learning more frequently, compared to those in the business as usual condition. Thus, lesson study as a method used in field practice seems to have the potential to foster a higher focus on pupils’ learning.

Authors

• Arne Jakobsen, University of Stavanger

• Miguel Ribeiro