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Thematische Bibliographien / Lesson reflection / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Lesson reflection“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 29. Juli 2025

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Hwang, Hye Jeang, and Du Yeol Moon. "The Development of Lesson Reflection through the Lesson Reflection Sharing Case in the Secondary School Mathematics Class." Korean School Mathematics Society 24, no. 4 (2021): 369–90. http://dx.doi.org/10.30807/ksms.2021.24.4.003.

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It would be reasonable as a teacher to make efforts not only to reflect on the class on their own but also to improve the teacher's teaching expertise by reflecting on the class with fellow teachers through lesson reflection sharing. This paper attempted to develop a lesson reflective framework that can provide standards and focus for lesson reflection and lesson sharing. First, based on the class evaluation criteria of previous studies, class reflection elements and a draft of lesson reflection were prepared. In a class conducted on 27 third graders at C High School where the co-researcher wo

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Shaaban, Sumer Salman Abou. "Video-Based Reflection and Peer Coaching in Enhancing TEFL Student-Teachers' Teaching Practices of Receptive Skills." Journal of Education and e-Learning Research 9, no. 2 (2022): 103–9. http://dx.doi.org/10.20448/jeelr.v9i2.3991.

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This study examines the effect of selfie video reflection, model lesson video reflection, and peer-coaching relating to model lesson videos and selfie videos on TEFL student-teachers' receptive skills teaching practices. An observation checklist of (11) teaching practices was used by the participants during reflection. Four groups of (6) participants carried out two practice teaching days each week for three months and met with the researcher monthly. The first group recorded their lessons and reflected on them. The second watched model lesson videos and reflected on the teacher's performance.

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Mardiana, Wiwik, Amy Krisdiana, Taswirul Afkar, and Deka Anjariyah. "Prospective Teachers’ Reflection Toward the Implementation of Independent Curriculum in Teaching Practice Program." IJECA (International Journal of Education and Curriculum Application) 6, no. 2 (2023): 171. http://dx.doi.org/10.31764/ijeca.v6i2.16468.

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Reflection has a vital contribution to improving teachers’ teaching performance as well as their professional growth. Therefore, this research investigates how prospective teachers apply reflection activities in teaching and learning and the impacts of the implementation of an independent curriculum during teaching practice program activities. Using qualitative research, the researchers employed a group interview consisting of two participants in each group. The participants were six prospective teachers who accomplished the teaching practice program. Three types of reflections were employed,

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Oktavianty, Erwina, Reni Marlina, Hamdani Hamdani, Syaiful B. Arsyid, and Raga Patria. "Teacher-Student’s Interaction Analyzes on Physics Learning through Lesson Analysis (Case Study: Lesson Study Implementation in SMA Pontianak)." Jurnal Ilmiah Pendidikan Fisika 6, no. 3 (2022): 479. http://dx.doi.org/10.20527/jipf.v6i3.5113.

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Through lesson analysis, this research analyzed teacher interaction in science classes, particularly in physics classes in one of the secondary schools at Pontianak, West Kalimantan. A qualitative method is used in this study by analyzing tape recording and video. This study has four stages of implementing lesson study cycles. It starts with planning lesson design, implementation with observation containing student and teacher responses during the lesson, reflection, and revised lesson design. Video tapped, and transcripts are employed in each lesson. The analysis showed that a teacher dominat

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Schroeder, Merrie L. "Professional Development: Lesson Design and Reflection." Mathematics Teaching in the Middle School 1, no. 8 (1996): 648–52. http://dx.doi.org/10.5951/mtms.1.8.0648.

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After twenty-five years of teaching junior high and middle school students, I might expect designing lessons to be a mindless routine. Yet I believe that today is an exciting time to be creating lessons. The excitement comes from seeing a subtle and powerful shift from thinking about lesson design as what I will do to prepare students to meet district outcomes to thinking about what learners will do to understand mathematics. This shift from “I” and “outcomes” to “what learners will do” has caused me to change from writing my lesson plans as a linear list of teacher activities to writing them

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Miyamoto, Yuichi, Nariakira Yoshida, Atsushi Fukuda, et al. "General Didactics meets Subject Didactics: Lesson Study at the Intersection of Two Academic Fields." Research in Subject-matter Teaching and Learning (RISTAL) 7, no. 1 (2024): 164–79. https://doi.org/10.2478/ristal-2024-0013.

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Abstract General and subject didactics in Japan have played various important roles in policymaking, academic research, and teacher training. Nevertheless, opportunities for collaboration between them have been limited. Meanwhile, lesson study – a series of activities for lesson development and reflection including planning, observing, and evaluating lessons – opened an arena where these two fields meet and intersect to bring new insights into lesson development and reflection. This article aims to clarify how lesson study could bridge both fields. The historical development of Jugyou Kenkyuu

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Msimanga, Mothofela Richard. "The Impact of Micro Teaching Lessons on Teacher Professional Skills: Some Reflections from South African Student Teachers." International Journal of Higher Education 10, no. 2 (2020): 164. http://dx.doi.org/10.5430/ijhe.v10n2p164.

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Micro lessons in teacher education are intended to empower student teachers by developing skills which are necessary in their teaching careers. The study used student teachers’ reflections to explore how participation in micro lessons develops skills which are key in the teaching profession. Experiential learning theory was the theoretical framework for this study. Purposive sampling was used to select 14 fourth year Bachelor of Education student teachers. A focus group interview was used to collect data which was narratively analysed. The findings revealed that micro lesson presentations can

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Kosimova, Mukammal Umaraliyevna. "CLASS OBSERVATION REFLECTION." GOLDEN BRAIN 1, no. 29 (2023): 161–63. https://doi.org/10.5281/zenodo.10041651.

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This paper is a reflection of lesson observation. It is a comprehensive observation of a lesson on utube.com. It gives detailed information about the lesson and explains the actions taken. Personal views are also given in terms of student engagement, study atmosphere and selection of activities.

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Eko Susetyarini, Ainur Rofieq, Roimil Latifa, and Endrik Nurrohman. "Pendampingan Guru untuk Mengimplementasikan Lesson Study-Learning Community (LS-LC) Di SMP Muhammadiyah 8 Kota Batu." Jurnal SOLMA 12, no. 1 (2023): 294–303. http://dx.doi.org/10.22236/solma.v12i1.11143.

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Background: Language and social studies teachers have never collaboratively discussed with allied science teachers and accompanying lecturers in planning (plan), implementing (do/open class) and reflecting (see) learning. Have never implemented Lesson study-learning community. The purpose of this activity is to implement LS-LC for Indonesian, English and social studies teachers at SMPM 8 Kota Batu. Method: Mentoring and evaluation which was attended by 3 teachers from SMPM 8 Batu City was carried out using the workshop method. Held in November 2022-January 2023. Stages include 1). Workshop: Pr

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Impedovo, Maria Antonietta, and Helene Cheneval-Armand. "Professional Learning Through Video: Reflection of a Pre-Service Teacher One Year On." Alberta Journal of Educational Research 62, no. 4 (2017): 353–68. http://dx.doi.org/10.55016/ojs/ajer.v62i4.56144.

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The research presented in this paper investigates a pre-service teacher’s reflection on professional learning using the medium of video. To promote a reflective activity, we invited the pre-service teacher—now a titular teacher—to comment on their activity while remarking on a recording of one of their lessons conducted one year earlier. The lesson was performed in a professional high school, followed by a meeting with the teacher and a university tutor. Quali-quantitative analysis was used to analyse the data--where the teacher’s reflections emerged during their viewing of the lesson—to trace

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Rahmawati Upa, Sri Rahayu, and Nuur Insan Tangkelangi. "Observers’ Reflection Level and Categories on Lesson Study Activities in English Classroom at SMP Negeri 2 Bua." DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra 3, no. 2 (2023): 91–97. http://dx.doi.org/10.53769/deiktis.v3i2.457.

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Reflection is one stage in Lesson Study activities. It is a very important stage since further effort to improve the learning process depends on the sharpness of the analysis given by the observers in reflection. This research aims at describing the category and the level of observers’ reflection on lesson study activities. This research was conducted in SMP Negeri 2 Bua by using qualitative method. In order to categorize the categories and the level of teacher’s reflection, the researchers used the instrument developed by (Ono et al., 2013) which are divided into 5 reflection categories, thos

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Richit, Adriana, Luis Miguel Falcão Hurtado, and Ilton Benoni da Silva. "Reflection on teaching in mathematics mobilized in lesson study." ACTIO: Docência em Ciências 7, no. 1 (2022): 1. http://dx.doi.org/10.3895/actio.v7n1.14886.

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The article analyzes the reflection on teaching, mobilized in a lesson study that involved mathematics teachers. The research is based on Schön and Perrenoud's concept of reflection and is guided by the question, “What reflections on teaching do mathematics teachers mobilize in a lesson study context?”. To answer this question, we did an investigation in a lesson study context, structured in twelve meetings of approximately two and a half hours each, involving eight mathematics teachers from the final years of elementary school of the state public education network of Rio Grande do Sul, Brazil

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ER, Sühendan, Zerrin TOKER, and Seçil YÜCELYİĞİT. "In-service Teachers’ Opinions about the Use of Video-based Self-reflection for Pedagogical Development." Kuramsal Eğitimbilim 15, no. 3 (2022): 639–60. http://dx.doi.org/10.30831/akukeg.1039752.

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Reflection is an opportunity to look into the classroom from the outside, to examine the learning process, and to make inferences for pedagogical development. Video recordings of lessons can be used to stimulate self-reflection by capturing the details of the teaching process and by examining the classroom atmosphere. This study aims to investigate teachers' opinions about the use of video-based self-reflection for their pedagogical development. Seven teachers participated in the research. Data were collected through a Pre-interview Protocol, Teachers’ Reflection Reports written for twelve wee

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Bityunikova, I. A., and I. I. Novikova. "LESSON OF KNOWLEDGE SYSTEMATIZATION AS A REFLECTION OF A SYSTEM-ACTIVITY APPROACH IN TEACHING." Informatics in school, no. 2 (April 3, 2019): 3–12. http://dx.doi.org/10.32517/2221-1993-2019-18-2-3-12.

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The article discusses the implementation of a system-activity approach in informatics lessons. An example of a knowledge systematization lesson is given. In the description of the lesson-game, the activity and content goals of the lesson are traced; each task is analyzed from the point of view of the subject content, the formation of metasubject results of mastering the basic educational program of basic general education.

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Sebren, Ann. "Preservice Teachers’ Reflections and Knowledge Development in a Field-Based Elementary Physical Education Methods Course." Journal of Teaching in Physical Education 14, no. 3 (1995): 262–83. http://dx.doi.org/10.1123/jtpe.14.3.262.

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The reflections and knowledge development of 7 preservice teachers during a field-based elementary methods course were analyzed and described. Data sources included audiotapes of weekly one-hour reflection sessions, nonparticipant observation of methods course meetings and field experiences, three interviews, and documents. Data were analyzed using a constant comparison method. Changes in the preservice teachers’ knowledge were conceptualized in terms of advanced knowledge acquisition (i.e., relations within their knowledge structures). The preservice teachers (a) made managerial decisions in

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Gutierez, Sally Baricaua. "Teachers’ Reflective Practice in Lesson Study: A Tool for Improving Instructional Practice." Alberta Journal of Educational Research 61, no. 3 (2016): 314–28. http://dx.doi.org/10.55016/ojs/ajer.v61i3.56087.

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In teacher education, a collection of research has established the importance of reflection in professional development. Lesson study, a popular professional development in Japan, incorporates reflection in one of its stages to enhance teachers’ capacity to look into their enacted practices to improve their research lessons. However, there appear to be few studies determining the types of reflective practice among teachers. In this study, the various stages of lesson study process were documented and transcribed to analyze the teachers’ reflective practices. Qualitative analyses yielded three

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Mapulanga, Thumah, Yaw Ameyaw, Gilbert Nshogoza, and Elton Sinyangwe. "IMPROVING SECONDARY SCHOOL BIOLOGY TEACHERS’ TOPIC-SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE: EVIDENCE FROM LESSON STUDIES." Journal of Baltic Science Education 22, no. 1 (2023): 20–36. http://dx.doi.org/10.33225/jbse/23.22.20.

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Since pedagogical content knowledge (PCK) influences the teaching-learning process, it has dominated research on teacher effectiveness. This case study explored teachers’ enacted topic-specific PCK (TSPCK) during the biology lesson study stages: planning, teaching, and reflecting. The enacted TSPCK in two video-recorded research lessons was analysed qualitatively. The results showed that the teacher enacted both high-order and low-order pedagogical actions in the enactment of the TSPCK on eight themes, namely: teaching strategies, classroom interactions, representations, curricular saliency, c

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Conceição, Teresa, Mónica Baptista, and João Pedro Da Ponte. "Lesson Study in Initial Teacher Education to Stimulate the Pedagogical Content Knowledge on the topic of Speed of Sound." Acta Scientiae 22, no. 2 (2020): 29–47. http://dx.doi.org/10.17648/acta.scientiae.5315.

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The lesson study is a collaborative model of teacher professional development originating in Japan, which has received growing international attention. This multifaceted model can be considered from many points of view. This research aims to understand what physics and chemistry pre-service teachers learn, in the domain of the pedagogical content knowledge on the speed of sound, in a lesson study. Participants were all pre-service teachers (three) attending the first year of their initial teaching education programme. The lesson study, had two cycles, took place over the course of twelve sessi

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Shogan, Vladimir V., Ekaterina V. Storozhakova, Zhanna S. Metelkina, and Valentina A. Ageeva. "Personally significant topic and a new typology of lessons in contemporary education." SHS Web of Conferences 103 (2021): 01007. http://dx.doi.org/10.1051/shsconf/202110301007.

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The prerequisites for the present article have been abstracting and moving away from the knowledge-based learning paradigm, creating innovative forms of lessons that carry elements of metadisciplinarity, and the transformation of a set of lessons combined into personally-significant topics into a complete technological complex. A personally significant topic, in its productivity, carries a change in the pupil’s attitude to the world. It is understood as a structural unit of this change. The article offers an invariant structure that includes image, analysis, meaning, action, and reflection, wh

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Luwango, Luiya. "Teacher Reflection Templates." Namibia CPD Journal for Educators 6, no. 1 (2021): 53–70. http://dx.doi.org/10.32642/ncpdje.v6i1.1550.

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This research paper aims to present four reflection templates in-service and pre-service teachers may use to reflection any subject. The templates were designed by the researcher and are a product of a study conducted on three in-service teachers who are successful in their teaching practice. The study found that the three teachers do reflect critically before the lesson, during the lesson and after the lesson. Critical reflection on the three teachers was found to promote teaching and learning in a classroom environment. The empirical study was informed by the interpretive paradigm that used

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JAMAL, Arif A. "Religion and Constitutional Practices in Asia: Five ‘Cs’ for Reflection." Asian Journal of Comparative Law 13, no. 2 (2018): 219–25. http://dx.doi.org/10.1017/asjcl.2018.14.

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AbstractIn considering the articles in this Special Issue, I am struck by the importance of a set of factors that, in my view, both run through the articles like a leitmotif, as well as shape the major ‘take away’ lesson(s) from the articles. In this short commentary, I elaborate on these factors and the lesson(s) to take from them through five ‘Cs’: context; complexity; contestation; the framework of constitutions; and the role of comparative law. The first three ‘Cs’ are lessons from the case studies of the articles themselves, while the second two ‘Cs’ are offered as lessons to help take th

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Lee, Byoung-Wan, and In-Sil Chang. "Comparison of Alternative Approaches to Lesson Study." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 3 (2025): 257–72. https://doi.org/10.22251/jlcci.2025.25.3.257.

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Objectives This study compared and analyzed five alternative approaches to lesson study: instructional consulting, instructional coaching, lesson study of learning community, viewing lessons through students' eyes, and instructional criticism. Methods This study employed a literature review method to compare five alternative approaches to lesson study. A systematic comparative analysis was conducted using four key criteria: the purpose of the lesson study, the focus of observation, the relationship between the observer and the teacher, and the recording method. The analysis was based on a thor

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Michalsky, Tova, and Bracha Kramarski. "Prompting Reflections for Integrating Self-Regulation into Teacher Technology Education." Teachers College Record: The Voice of Scholarship in Education 117, no. 5 (2015): 1–38. http://dx.doi.org/10.1177/016146811511700507.

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Background Technology represents a major topic in educational research. Nevertheless, a gap in the research remains concerning how teachers can bring technology into the classroom. This study focuses on the technological pedagogical content knowledge (TPCK) framework, which aims to consolidate the multidisciplinary professional knowledge related to technology, pedagogy, and content that teachers need so that they can teach and students can learn effectively using technology tools. Purpose The goal of the present study was to investigate the value of modification reflection prompts (“think ahea

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Jose, Jayaron. "Bottom-up Processing to Help Learners with Decoding: Planning, Implementing, and Reflecting on a Lesson." Arab World English Journal 14, no. 1 (2023): 280–99. http://dx.doi.org/10.24093/awej/vol14no1.18.

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The researcher carried out the action research to experiment and experience the effectiveness of applying the theoretical aspects of bottom-up processing to help learners with decoding in listening lessons. The experimental lesson included six adult intermediate students (n = 6) from different backgrounds at an English language teaching professional development training undertaken at International House, Bangkok, Thailand in July 2021. The researcher planned the lessons after the literature review on bottom-up processing and surveying students’ needs and interests. The pre-lesson preparation i

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Ningrum, Imaniar Tiara, Rahmatika Kayyis, Mifathul Jannah, Kurniati Kurniati, Fitri Wulandari, and Renita Sigesti. "THE EFFECT OF REFLECTION IN LESSON STUDY." Jurnal Smart 6, no. 2 (2020): 108–17. http://dx.doi.org/10.52657/js.v6i2.1307.

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This descriptive qualitative research aimed to describe, explain, and analyzing about the impact of Lesson Study Reflection on teachers' ability in teaching English Language and to find out the impact of lesson study in the teaching and learning process in 8th B Class of SMP IT Insan Mulia Boarding School Prigsewu. The data collection technique uses questionnaires and documentation. Data analysis uses Interactive. The result of this research presented that Lesson Study improve the quality of the teaching-learning process, the students' enthusiasm in learning English improved step by step as th

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Yohana, Esra, Aisyah Hamidiyah, and Sigit Setiawan. "ANALISIS KESIAPAN GURU BAHASA INGGRIS DALAM PEMBELAJARAN MUATAN LOKAL BAHASA INGGRIS PADA KURIKULUM MERDEKA KELAS IV SEKOLAH DASAR." JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar 11, no. 1 (2025): 51–64. https://doi.org/10.31932/jpdp.v11i1.3977.

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One of the learning components in the Merdeka Curriculum is the inclusion of local content English lessons in public elementary schools. This study aims to describe teacher readiness in the planning, implementation, evaluation, and reflection stages of English language teaching in fourth-grade elementary classes. A descriptive qualitative method was used to examine the natural conditions and phenomena related to this topic. The subjects of this study were the principals and English teachers from two different schools: SDN Kalideres 14 Petang and SDN Pegadungan 01 Pagi. Data were collected thro

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Coulter, Maura, Fintina Kealey, Sarah Louise Langan, John McGarvey, and Serena Padden. "Seeing is believing: Primary generalist pre-service teachers’ observations of physical education lessons in Ireland and Switzerland." European Physical Education Review 26, no. 1 (2019): 159–78. http://dx.doi.org/10.1177/1356336x19839412.

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Primary generalist pre-service teachers (PSTs) rarely have the opportunity to observe teachers teaching authentic physical education (PE) lessons let alone reflect with the teachers, their lecturer or their peers following the lesson. Observation of, and reflection on, quality lessons can have a powerful influence on shaping the PSTs’ soon-to-be-teachers professional identities and can also help them to develop reflective and critical thinking skills. A qualitative framework utilising critical incidents, described as ‘events identified by student teachers as significant in making progress towa

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Němečková, Linda, and Lenka Pavlasová. "The individual watching of one’s own video and its influence on future biology teachers´ professional vision." Tuning Journal for Higher Education 7, no. 1 (2019): 93–113. http://dx.doi.org/10.18543/tjhe-7(1)-2019pp93-113.

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The student teacher usually learns their trade under the guidance of a mentor during teaching practice. Reflections usually take place after the mentor’s observation of the student´s lesson, and take the form of an interview between the two participants. Recently, video recordings have been used advantageously to add an extra dimension to such professional development. In the classroom, at the time of the lesson, future teachers may not notice certain events, but using video helps them review, and analyse their attributes, thereby making the reflective process more effective. The development o

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Coronado, Lito Oliver. "Purposive Reflection: Perspectives on Lesson Study in Bridging Pedagogical Process and Learning Outcomes." International Journal of Scientific and Management Research 06, no. 05 (2023): 280–328. http://dx.doi.org/10.37502/ijsmr.2023.6514.

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This is a qualitative case study about the role of lesson reflection in the context of Lesson Study in meeting desired learning outcomes. The purpose of this study was to determine how doing lesson reflection the Lesson Study way can offer meaningful insights to enrich reflection under DO 42, series of 2016. This study interviewed 13 participants who all had a minimum of one year in conducting Lesson Study. This is anchored on constructivism and variation theories. Maximum variation sampling was purposely used in choosing the interview participants. The participants were semi-structurally inte

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Vogelsang, Christoph, Christoph Kulgemeyer, and Josef Riese. "Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience." Education Sciences 12, no. 7 (2022): 479. http://dx.doi.org/10.3390/educsci12070479.

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Following concepts describing lesson planning as a form of anticipatory reflection, preservice physics teachers’ reflection skills are assumed to be positively connected with their planning skills. However, empirical evidence on this is scarce. To explore how relations between these specific skills change over the course of a field experience controlling for influences of professional knowledge, we conduct a pre-post field study with N = 95 preservice physics teachers in a one-semester field experience. Content knowledge (CK) and pedagogical content knowledge (PCK) (paper-and-pencil tests), an

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Mihova, Marinela. "A Reflection on Digital Lesson Planning." Pedagogical Almanac 30, no. 2 (2022): 182–90. http://dx.doi.org/10.54664/atgm3624.

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During the COVID-19 pandemic, school education has gone virtual. The new, expanded didactic reality provoked the need for its study and scientific justification and unequivocally changed the necessary professional competences of teachers. Teachers must be able to create and use digital content, know and be able to use the possibilities of the relevant online learning environment and adapt teaching tools to this environment. The study was conceived and implemented as theoretical reflections on the new didactic realities, resulting from the digitalization of society and, in particular, of educat

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Rukmini, N. Mimin. "Penerapan Supervisi Pembelajaran Berbasis Lesson Study di SMP Negeri 3 Cililin Tahun Pelajaran 2023/2024." Kinanti : Jurnal Karya Insan Pendidikan Terpilih 1, no. 1 (2023): 108–23. http://dx.doi.org/10.62518/8hjxs892.

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This research is intended to know and gain an understanding of improving the learning process through the application of lesson-based learning supervision studyes. Problem-solving strategies are carried out by planning, implementing, and reflecting on lesson-based learning supervision activities. The results of the application of lesson study-based learning supervision show that teachers are enthusiastic about carrying out learning, Likewise, students with peer teacher observation techniques based on lesson study, in the learning process look active, critical, creative, and innovative. This is

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Sari, Yunica Rhosiana, and Sumardi Sumardi. "Reflection as a Way to Grapple TPACK Complexity for EFL Teachers." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 2 (2020): 894–903. http://dx.doi.org/10.33258/birle.v3i2.981.

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Technological Pedagogical Content Knowledge (TPACK) is a framework to develop the theory to practice in teaching with technology. Therefore, the teacher, as a practitioner of TPACK implementation, has a responsibility to implement the knowledge effectively. This study investigates the meta-cognitive awareness produced by teachers who participate in TPACK lesson design workshops. This process involves some reflection tools, focus group discussion, and reflective journal as a platform for doing the reflection. This study documented teachers’ stories during three interviews as they created their

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Karlsson, Göran, and Pernilla Nilsson. "A Web-Based Guiding Framework for Student Teachers' Self-Reflective Practice." International Journal of Web-Based Learning and Teaching Technologies 14, no. 3 (2019): 39–54. http://dx.doi.org/10.4018/ijwltt.2019070104.

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Self-reflection based on the analysis of one's own teaching performance has proven to be a powerful method for developing student teachers´ professional knowledge. The aim of this study was to investigate how a web-based guiding framework involving the use of a pedagogical tool for planning and reflection in conjunction with annotated video recorded lessons, written reflections, and a teacher educator's feedback, might provide a beneficial method for student teacher self-reflection. The study included 56 student teachers performing their in-service training in science teaching. The student tea

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Juhler, Martin Vogt. "Pre-service teachers’ reflections on teaching a physics lesson: How does Lesson Study and Content Representation affect pre-service teachers’ potential to start developing PCK during reflections on a physics lesson." Nordic Studies in Science Education 14, no. 1 (2018): 22–36. http://dx.doi.org/10.5617/nordina.2433.

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Shulman states that deliberate reflections are needed in order for teachers to start developing their Pedagogical Content Knowledge (PCK). This is important, since a teacher who has a well-developed PCK, also has integrated knowledge of theory and practice. However, recent research has found that reflection, as used during mentoring in field practice, regularly is an obstacle to deliberate reflection. Thus, the theory-practice divide persists. This study addresses this problem by introducing Lesson Study and Content Representation as an intervention in teacher education field practice. The res

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Lee, Youn Mi, and Soo Jin Lee. "Prospective Secondary Mathematics Teachers' Noticing in Lesson Evaluation and Lesson Reflection." School Mathematics 20, no. 1 (2018): 185–207. http://dx.doi.org/10.29275/sm.2018.03.20.1.185.

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Luthfiyyah, Roghibatul. "Lesson Study as a Platform for Engaging Speaking Lecturers in Doing Teacher Professional Development." Academic Journal Perspective : Education, Language, and Literature 2, no. 2 (2018): 244. http://dx.doi.org/10.33603/perspective.v2i2.1627.

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This case study aims at investigating the implementation of Lesson Study at English Education Department of a private university in Indonesia. Particularly, it reveals the activities of lesson study and teachers prolonged engagement in reflection activities. This study provides worthwhile chance for teachers to create a learning community in which they can develop their knowledge as professionals. There were four speaking lecturers, one lecturer as a model and others as participants, who worked collaboratively to formulate learning goals, lesson plan, classroom observation, teaching learning r

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Honskusová, Linda, Karel Vojíř, and Martin Rusek. "PRE-SERVICE CHEMISTRY TEACHERS’ PROFESSIONAL VISION DEVELOPMENT: THE EFFECT OF LESSON-OBSERVATION PRACTICE." Journal of Baltic Science Education 21, no. 1 (2022): 52–68. http://dx.doi.org/10.33225/jbse/22.21.52.

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Ability to adequately analyze educational situations is essential not only for (pre-service) teachers’ occupational decisions, but also for their own professional development. This study represents an evaluation of the observation practice aimed at pre-service chemistry teachers’ (N = 12) professional vision development. They attended chemistry classes in schools, discussed them in a group and independently wrote their reflections. The effect on the professional vision was evaluated using a self-efficacy questionnaire, lesson reflections analyses and semi-structured interviews. The results sho

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Kjaergaard, Thomas, and Roland Hachmann. "Backchannels: Covert Digital Backchannels in the Overt Classroom." European Conference on e-Learning 21, no. 1 (2022): 192–98. http://dx.doi.org/10.34190/ecel.21.1.599.

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Abstract: A study of backchannel communication during lessons in higher education. This paper presents a study of how students utilise social media as backchannels for ‘reflection in action’, ‘reflections on action’, social banter and critique of the ongoing physical presence lesson with digital technologies. The research question was sparked by the overt ways in which the students communicated in the chat in videoconferences in online lessons during the first lock-down (March-June 2020). The students appeared to help each other and sort out practical and academic issues without involvin

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Rasulova, Shahnoza Abduvasi qizi. "REFLECTION AND JUSTIFICATION." ACADEMIC RESEARCH IN MODERN SCIENCE 2, no. 15 (2023): 194–97. https://doi.org/10.5281/zenodo.7981598.

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The syllabus is based on notional-functional syllabus. According to Balconi (2021), it is essential that ESP courses need to include the form of language based on content. The lesson is conducted via cognitive functions depending on different language functions in order to acquire language unconsciously. Students need to learn English rather than learning in English (Dutro & Moran,2003).

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Fernández, Maria Lorelei. "Developing Knowledge of Teaching Mathematics through Cooperation and Inquiry." Mathematics Teacher 101, no. 7 (2008): 534–38. http://dx.doi.org/10.5951/mt.101.7.0534.

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Lesson study is a process of professional development highly valued among Japanese teachers (Stigler and Hiebert 1999; Fernandez and Chokshi 2002). In recent years, teachers of mathematics in the United States and other countries have begun to incorporate this process within their own teaching communities; in 2002, the National Council of Teachers of Mathematics published a video guide to Japanese lesson study (Curcio 2002). Lesson study is composed of four phases, each of which brings teachers and other experts together in a process of inquiry into teaching. These phases include collaborative

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SANTOS, Marcos. "Teaching voice online: reflection and a practical advice." BULLETIN OF THE TRANSYLVANIA UNIVERSITY OF BRASOV SERIES VIII - PERFORMING ARTS 13 (62), SI (2021): 267–76. http://dx.doi.org/10.31926/but.pa.2020.13.62.3.29.

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This study is a reflection on the actual situation of teaching voice through the internet using a computer and it has several goals: to evaluate the pros and the cons of this practice; to inform the young singer about aspects unnoticed in lessons; and point out aspects of teaching voice that are being raised in the community such as pricing, communication between teacher/student and the use of imagery vs science terminology as part of teachers’ methods. Microphones and audio systems have limitations for both teachers and students, therefore might not carry the harmonics and overtones of voice

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Andrews, Lanna. "Preparing General Education Pre-Service Teachers for Inclusion: Web-Enhanced Case-Based Instruction." Journal of Special Education Technology 17, no. 3 (2002): 27–35. http://dx.doi.org/10.1177/016264340201700302.

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This study investigated the use of Web-enhanced instruction and an inclusion teaching case to teach pre-service teachers to adapt instruction for included limited English proficient students with disabilities. Forty participants, in 10 cooperative learning groups, analyzed the teaching case and developed an adapted lesson plan for the teacher in the case to use with the whole class and the students with disabilities. The collaborating teacher provided feedback regarding the adapted lessons online using WebCT. The participants redid the lesson after feedback. Adapted lessons were analyzed using

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Zaretsky, Yu V. "Psychological Counseling of Teachers Working Online and Offline." Консультативная психология и психотерапия 28, no. 2 (2020): 137–50. http://dx.doi.org/10.17759/cpp.2020280208.

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The paper discusses the technology of psychological assistance to teachers based on the principles of the reflective-activity approach (RAA). This assistance is aimed at supporting teachers in situations where they encounter difficulties in the classroom and can help prevent professional burnout and quitting in young teachers. Five principles of counseling are described: cooperating, providing positive feedback, working in the zone of proximal development (ZPD), showing empathy and validating difficulties, and organizing reflection as the main tool of assistance. The following modes of counsel

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McMahon, Mary T., and Ellen Hines. "Lesson Study with Preservice Teachers." Mathematics Teacher 102, no. 3 (2008): 186–91. http://dx.doi.org/10.5951/mt.102.3.0186.

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The value of collaboration and reflection with peers to improving instructional practices is well known (e.g., Lieberman 1992; Little 1982; Little and McLaughlin 1993; Romberg 1988). However, practicing mathematics teachers are often challenged to find time in their busy schedules to collaborate with peers. Recently, during the implementation of a lesson study experience with a small group of preservice secondary mathematics teachers, we observed firsthand how lesson study could be used to encourage collaborative reflection among preservice teaching peers and how it potentially could be used t

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McMahon, Mary T., and Ellen Hines. "Lesson Study with Preservice Teachers." Mathematics Teacher 102, no. 3 (2008): 186–91. http://dx.doi.org/10.5951/mt.102.3.0186.

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The value of collaboration and reflection with peers to improving instructional practices is well known (e.g., Lieberman 1992; Little 1982; Little and McLaughlin 1993; Romberg 1988). However, practicing mathematics teachers are often challenged to find time in their busy schedules to collaborate with peers. Recently, during the implementation of a lesson study experience with a small group of preservice secondary mathematics teachers, we observed firsthand how lesson study could be used to encourage collaborative reflection among preservice teaching peers and how it potentially could be used t

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Madjdi, Achmad Hilal, and Atik Rokhayani. "BIG OBSTACLES IN IMPLEMENTING LESSON STUDY." UAD TEFL International Conference 1 (November 20, 2017): 1. http://dx.doi.org/10.12928/utic.v1.142.2017.

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High spirit in enhancing teaching learning process in the framework of Lesson Study does not always show high performance in the overall management of the learning community. Big- unpredictable obstacles appeared in each stages and need certain reflection and specific treatment to cope with. In other words, it is really interesting to implement Lesson Study but, on the other hands, several phenomena appeared beyond the theory of Lesson Study it self. This paper tries to uncover the obstacles of the practice of implementing Lesson Study to improve teaching learning process of TEAL (Teaching Eng

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Kırmızı, Özkan, and Irfan Tosuncuoglu. "Becoming Reflective Practitioners: A Case Study of Four Beginning Pre-service EFL Teachers in Turkey." English Language Teaching 12, no. 4 (2019): 127. http://dx.doi.org/10.5539/elt.v12n4p127.

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The present study was designed to investigate the emerging reflective practices of four pre-service English teachers during their practicum experience. The teachers were selected on the basis of convenience. Qualitative paradigm was adopted in the study. Observations, video recordings, and audio recordings were used as data collection tools. Each participant was observed four times and all the lessons were video-recorded. After each lesson, reflection sessions were conducted with the researcher, the pre-service teacher, and the mentor. These sessions were audio-recorded. As for the analysis of

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Orakcı, Şenol. "Teachers’ Reflection and Level of Reflective Thinking on the Different Dimensions of their teaching practice." International Journal of Modern Education Studies 5, no. 1 (2021): 117. http://dx.doi.org/10.51383/ijonmes.2021.88.

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The present study aimed to deeply evaluate English teachers' reflective thinking skills and levels with regard to the dimension of learning objectives, content, learning-teaching process, and measurement and evaluation in the context of English course. The study was designed as case study method. The study group was composed of 27 teachers selected based on the criterion sampling method. With regard to data analysis, descriptive analysis technique was used. In the study, it was determined that based on their reflective diaries, participant teachers reflected at the technical, practical and cri

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Curcio, Frances R., Alice F. Artzt, and Merna Porter. "Providing Meaningful Fieldwork for Preservice Mathematics Teachers: A College-School Collaboration." Mathematics Teacher 98, no. 9 (2005): 604–9. http://dx.doi.org/10.5951/mt.98.9.0604.

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One of the greatest challenges for secondary mathematics teacher-educators is preparing future teachers to support reform efforts that lead to high–quality teaching. In particular, careful lesson planning, anticipation of student misconceptions, and constructive reflection on a lesson after instruction are critical concerns not only for novice teachers but also for experienced teachers. One way to help preservice teachers begin to appreciate the importance of planning and reflecting entails college faculty collaborating with exemplary school teachers in integrating and connecting learning theo

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