Planning a research lesson online: pre-service teachers' documentation work
International Journal for Lesson and Learning Studies
ISSN: 2046-8253
Article publication date: 10 February 2021
Issue publication date: 11 May 2021
Abstract
Purpose
The authors developed a lesson study innovation for bridging pre-service teachers' experiences in an early methods course and clinical experiences focusing on the development of technological pedagogical content knowledge (TPACK). The authors analyze one planning meeting by a lesson study team comprised of four pre-service teachers and one cooperating teacher. The purpose of this research was to determine the nature of documentation during the online planning meeting and how the cooperating teacher facilitated the documentation process.
Design/methodology/approach
The authors used Gueudet and Trouche's (2009) documentation framework to determine the way the lesson study team in our study used all the resources available to plan a lesson. They analyzed the video recordings of the meeting to examine the interplay between material, didactical and mathematical components during the discussions. The material components included the Teacher Desmos Activity Builder and the eTextbook. The didactical components included assessment, scaffolding, multiple representations and problem-solving activities. The mathematical components pertained to systems of linear equations and inequalities with two variables.
Findings
The authors’ findings show that the cooperating teacher performed an invariant set of actions for improving the research lesson and, also, gave recommendations about how to implement the lesson. In facilitating the planning discussions, the cooperating teacher made explicit the relationship between material, didactical and mathematical components. The authors’ work has implications for supporting the preparation of facilitators of online planning sessions during lesson study.
Research limitations/implications
The authors did not have access to the planning meeting where the PSTs created the draft of the research lesson. In addition, they are reporting the observations of only one online meeting.
Originality/value
The authors’ work has implications for supporting the preparation of facilitators of online planning sessions during lesson study.
Keywords
Acknowledgements
The research described in this article was supported by a National Science Foundation'sgs1: grant to Omar Hernández-Rodríguez, Gloriana González, and Wanda Villafañe-Cepeda for the project entitled “Developing Technological Pedagogical Content Knowledge of Pre-Service Math Teachers by Enhancement of Methods Course Using Instrumental Orchestration,” Grant No. DUE-1930950 and DUE-1930971. Opinions, findings, conclusions or recommendations are those of the authors and do not necessarily reflect the views of the National Science Foundation.
Citation
Hernández-Rodríguez, O., González, G. and Villafañe-Cepeda, W. (2021), "Planning a research lesson online: pre-service teachers' documentation work", International Journal for Lesson and Learning Studies, Vol. 10 No. 2, pp. 168-186. https://doi.org/10.1108/IJLLS-09-2020-0068
Publisher
:Emerald Publishing Limited
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