Lesson study as a lever for developing preservice teachers’ knowledge about the preparation of lessons
DOI:
https://doi.org/10.35763/aiem26.5428Keywords:
Pedagogical content knowledge, Mathematics teaching, Lesson study, Initial teacher educationAbstract
From the analysis of a lesson study conducted in initial teacher education, we seek to understand how this formative process, in particular with regard to its phases of definition of learning objectives and lesson planning, contributed to the development of the several aspects of the didactics knowledge of two preservice teachers. We followed a qualitative approach and the data were collected through participant observation, with recording of the sessions. The results show that the definition of learning objectives, based on the discussion of papers and curriculum documents, promoted the development of preservice teachers’ knowledge about teaching practice and the curriculum. Lesson planning promoted discussions on the design of tasks, the anticipation of students’ work and the preparation of the leading of the lesson, developing their knowledge about teaching practice, mathematics for teaching and students.
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Copyright (c) 2024 Nicole Gaspar Duarte, João Pedro Mendes da Ponte, Hélia Gonçalves Pinto
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