Lesson Study, enhanced with video-based tasks, in the education of mathematics teachers: Lesson Study in the middle

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F19%3A10399021" target="_blank" >RIV/00216208:11410/19:10399021 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Lesson Study, enhanced with video-based tasks, in the education of mathematics teachers: Lesson Study in the middle

Popis výsledku v původním jazyce

Practice-based programmes involving teachers cooperating in professional communities have been shown to develop their professional knowledge and teaching. The chapter concentrates on the blend of two such approaches, namely a video-based course and Lesson Study. While video-based courses are based on joint reflection on the teaching of others and/or on one&apos;s own teaching, in Lesson Study, teachers jointly prepare, conduct and reflect on a &quot;research lesson&quot;. The two types of programmes share important characteristics such as a focus on students and their learning, observation of and reflection on lessons, close cooperation among teachers, and their potential to empower teachers to teach for conceptual understanding. The chapter adopts a domain specific perspective, namely a mathematics education one. It first elaborates on the teaching for conceptual understanding in mathematics. Second, it describes the main features and various implementations of Lesson Study and video-based courses as depicted in literature and outlines their empirically evidenced influences on teacher learning. Third, it is proposed how Lesson Study can be enhanced with video-based tasks at its beginning and towards its end and one implementation of such a programme is illustrated. Finally, some prerequisites for, and obstacles to, the implementation of such a programme are discussed.

Název v anglickém jazyce

Lesson Study, enhanced with video-based tasks, in the education of mathematics teachers: Lesson Study in the middle

Popis výsledku anglicky

Practice-based programmes involving teachers cooperating in professional communities have been shown to develop their professional knowledge and teaching. The chapter concentrates on the blend of two such approaches, namely a video-based course and Lesson Study. While video-based courses are based on joint reflection on the teaching of others and/or on one&apos;s own teaching, in Lesson Study, teachers jointly prepare, conduct and reflect on a &quot;research lesson&quot;. The two types of programmes share important characteristics such as a focus on students and their learning, observation of and reflection on lessons, close cooperation among teachers, and their potential to empower teachers to teach for conceptual understanding. The chapter adopts a domain specific perspective, namely a mathematics education one. It first elaborates on the teaching for conceptual understanding in mathematics. Second, it describes the main features and various implementations of Lesson Study and video-based courses as depicted in literature and outlines their empirically evidenced influences on teacher learning. Third, it is proposed how Lesson Study can be enhanced with video-based tasks at its beginning and towards its end and one implementation of such a programme is illustrated. Finally, some prerequisites for, and obstacles to, the implementation of such a programme are discussed.

Druh

C - Kapitola v odborné knize

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/GA16-06134S" target="_blank" >GA16-06134S: Slovní úlohy jako klíč k aplikaci a porozumění matematickým pojmům</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název knihy nebo sborníku

Supporting teachers: Improving instruction. Examples of research-based teacher education

ISBN

978-3-8309-4029-6

Počet stran výsledku

23

Strana od-do

129-151

Počet stran knihy

186

Název nakladatele

Waxmann Publishing House

Místo vydání

Münster

Kód UT WoS kapitoly

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