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Facilitating collaboration between mathematics methods and content faculty through cross-departmental lesson study
International Journal for Lesson and Learning Studies ( IF 0.810 ) Pub Date : 2020-10-22 , DOI: 10.1108/ijlls-06-2020-0033
Bridget Kinsella Druken , Alison S. Marzocchi , Michelle V. Brye

Purpose

This paper reports on experiences of university-level mathematics teacher educators (MTEs) from participating in lesson study to improving mathematics teacher preparation. The authors investigate the questions: “What did MTEs report as benefits of participating in cross-departmental lesson study?” and “What considerations did MTEs report for stakeholders interested in lesson study?”

Design/methodology/approach

This study employed qualitative methodologies on one cycle of lesson study where the authors served as lesson study participants. Debrief and focus group interview data were analyzed for emergent codes on benefits, supports and challenges from a university-level lesson study.

Findings

Engaging in university-level lesson study provided MTEs firsthand professional development, created community, enabled attention to detail, improved knowledge of issues related to teaching mathematics, improved curricular materials and extended beyond one lesson. Institutional support, a natural evolution of the process, alignment of goals among members and support within the group supported their university-level lesson study. Challenges of time and funding, imposition, misalignment of goals and building trust are discussed.

Originality/value

The paper contributes insights about benefits for MTEs who use lesson study to examine their own teaching practice for mathematics teacher preparation. The importance of supports and constraints is highlighted.



中文翻译:

通过跨部门的课程研究促进数学方法与内容教师之间的协作

目的

本文报告了大学数学教师教育者(MTE)从参与课程学习到改善数学教师准备的经验。作者调查了以下问题:“ MTE报告了参加跨部门课程学习的好处是什么?” 和“ MTE向对课程学习感兴趣的利益相关者报告了哪些考虑因素?”

设计/方法/方法

本研究在一个课程学习周期中采用定性方法,作者作为课程学习参与者。分析了汇报和焦点小组访谈数据,以了解有关大学课程学习的好处,支持和挑战的紧急代码。

发现

参与大学课程学习为MTE提供了第一手的专业发展,建立了社区,使人们对细节的关注,对与数学教学有关的问题的认识有所提高,课程材料得到了改进,并且扩展了一个课程的范围。机构支持,流程的自然演变,成员之间目标的统一以及小组内部的支持为他们的大学课程学习提供了支持。讨论了时间和资金的挑战,强加于人,目标错位和建立信任。

创意/价值

本文为那些使用课程学习来检查自己的数学老师准备教学实践的MTE提供了有益的见解。强调了支持和约束的重要性。

更新日期:2020-10-22
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