Collaboration During Mentor-Guided Lesson Study: Mentors and Interns Sharing Mathematical Knowledge for Teaching

• In Event: Innovations in Supervision: Explorations of the Relationship Between Teacher Candidate, Cooperating Teacher, and University Supervisor

Abstract

A growing body of research suggests that one avenue to improve mathematics teaching and learning is to engage teachers in action research. This study examined how lesson study can support mentor and intern teachers’ collaboration and learning by investigating the extent to which a high school mathematics mentor and intern teacher shared mathematical knowledge for teaching (MKT) in their discussions during a lesson study cycle. Findings reveal that mentor-guided lesson study provides a structure for the mentor and intern to discuss MKT, in particular the pedagogical elements knowledge of content and students and knowledge of content and teaching. These results suggest the potential for mentor-guided lesson study to be a powerful site for learning in teacher education.

Authors

• Jennifer Nimtz, Michigan State University

• Kristen Bieda, Michigan State University