Abstract
The aim of this study was to investigate the effects of the lesson study process on science teacher candidates’ teaching in terms of lesson plan content, pedagogy and classroom management based on expert, peer and self-evaluations. The participants of this case study consisted of 16 teacher candidates in elementary science education in their fourth year of school. Participants conducted a three-phase lesson presentation, and each phase was observed and commented on by experts, peers and the lecturers. All evaluations indicated positive changes in terms of lesson planning and design, creating a positive learning environment, engaging students with meaningful content, and assessing student learning. Keywords: case study,lesson study, science education, teacher education.
Highlights
Whether they realize it or not, teachers are key agents of change when it comes to educational reform, with regard to teacher professional development (NationalCouncil of Teachers of Mathematics, 1991; Guskey, 2000)
Drawing from the above literature with a focus on lesson study, the current research aimed to investigate changes in science teacher candidates’ teaching processes in terms of content of lesson plans, pedagogy and classroom management based on expert, peer and self evaluations
Teaching in terms of the content of the lesson plan, pedagogical aspects, and classroom management based on the expert, peer, and self-evaluations
Summary
Whether they realize it or not, teachers are key agents of change when it comes to educational reform, with regard to teacher professional development (NationalCouncil of Teachers of Mathematics, 1991; Guskey, 2000). Shulman (1987) addressed this knowledge base by paying special attention to pedagogical content knowledge, which is used by teacher to guide their actions in a contextualized setting. This setting allows a teacher's interpretations of the subject matter while facilitating student learning (Shulman, 1987; Wilson, Shulman and Richert, 1987). While teachers could increase this knowledge base independently, Ball and Cohen (1999) have argued that this knowledge can be increased through a collaborative community of teachers working together to design learning tasks. They suggest that a learning environment should be created in which teachers can discuss and analyze students' learning with each other, which parallels
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