Preservice Physics and Chemistry Teachers' Learning Through Participation in a Lesson Study

• In Event: Poster Session 9
  In Poster Session: Understanding Lesson Study From Different Theoretical Perspectives (Part 2)

Abstract

Objectives
The aim of this study is to know preservice physics and chemistry teachers’ learning when participating in a lesson study, in the following domains: (i) the teaching of the speed of sound; and (ii) the students’ difficulties in learning this topic.

Theoretical Framework
Lesson study is a model of teachers’ professional development, originated in Japan. Recently it has gained attention all over the world. This training process, being composed by the planning phase (P), the research lesson (RL) and a post-lesson reflection (PLR) (Lewis, Perry & Murata, 2006), enables teachers to undertake professional learning (Juhler, 2016). Research shows that preservice science teachers may achieve important learning. For instance, in Pektas's (2014) study of fourteen preservice science teachers, they recognize that their participation in the lesson study has enabled them to improve their knowledge on lesson planning, students’ learning and curriculum management.
Methods and data sources
This study is qualitative, adopting an interpretative orientation. Participants are three preservice Physics and Chemistry teachers. The lesson study involved two cycles (P-RL-PLR-RL-PLR). Data was collected through individual interviews, written reflections and video recording. In the analysis of data significant episodes were identified according to the domains under study: (i) teaching of the speed of sound; and (ii) students’ difficulties in learning this topic.
Results
The results show that the preservice teachers recognize the complexity of the topic “speed of sound” and its teaching. For instance, in interviews, a preservice teacher mentions that “it is complicated because when we don’t have something physical (…) [the students ask] ‘teacher what is the sound?’ What makes the sound vibrate?’. The preservice teachers also develop a more in-depth view of the students’ difficulties on the topic, as mentioned by a preservice teacher interviewed: “I learned about the [students’] difficulties: I had never thought about it this way”. In addition, in order to deal with students’ difficulties, the preservice teachers look for strategies that appeal to their reasoning and to a deeper understanding of scientific concepts.

Scientific or scholarly significance of the study or work
This study has shown that the lesson study, in the initial training, allowed these preservice teachers to develop a more in-depth and grounded knowledge on a mathematical topic, how to teach it, as well as, to deepen knowledge about the difficulties of students in learning the topic . This experience shows the potential of the lesson study for the pre-service teachers’ learning, which can become more effective if this training process becomes a current practice in initial training programs.

References
Juhler, M. V. (2016). The use of lesson study combined with content representation in the planning of physics lessons during field practice to develop pedagogical content knowledge. Journal of Science Teacher Education, 27(5), 533–553.
Lewis, C., Perry, R., & Murata, A. (2006). How should research contribute to instructional improvement:A case of lesson study, Educational Researcher,35(3), 3‑14.
Pektas, M. (2014). Effects of lesson study on science teacher candidates' teaching efficacies. Educational Research and Reviews, 9(6), 164-172.

Authors

• Teresa Sousa Conceição, Institute of Education of Lisbon University

• Monica Baptista, Institute of Education of Lisbon University

• João Pedro da Ponte