Active vs. Passive Microteaching Lesson Study: Effects on Pre-service Teachers’ Technological Pedagogical Content Knowledge

Danday, Billy A.

doi:10.26803/ijlter.18.6.11

Cited by 16 publications

(11 citation statements)

References 20 publications

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“…As such, the lesson plans could be targeted according to the class level and class interest all while taking into account the available school resources, that are limited. These results were quite similar to the results presented by Boz and Belge-Can (2020), Coelho et al (2014), Danday (2019), Lee (2019) and Mitchell (2014).…”

Section: Discussionsupporting

confidence: 92%

Lesson Study in Pre-Service Physics Teachers’ Education: A Case in Brazil

Rodrigues

Arroio

2020

GU/NSE

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Lesson study (LS) is a teaching improvement process that began in Japan more than 100 years ago. As the LS is still a new approach in the Brazilian context, this paper will discuss how it could be implemented in the pre-service physics teacher training. To accomplish this, a group was created with 6 pre-service teachers who held 11 meetings, which integrated two LS cycles. The data for this research were collected through field notes and materials produced by pre-service physics teachers. The collected data were analyzed by Bardin's content analysis. According to the results obtained, it highlighted that pre-service teachers had gaps in knowledge about the basic contents of Physics and LS showed that collective work with peers could promote reflection and enable classes that were closer to the students' reality, minimizing the difficulty and rejection by Physics in basic education, improving the students’ learning. Keywords: lesson study, Physics teaching, pre-service teacher, supervised internship, teacher education

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Section: Discussionsupporting

confidence: 92%

Lesson Study in Pre-Service Physics Teachers’ Education: A Case in Brazil

Rodrigues

Arroio

2020

GU/NSE

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“…Previous research studies seemed to encourage the implementation of more than one cycle in the LS, in the context of PSTs teacher education [18,20,21,41,52,53]. Similar results were found in the current investigation.…”

Section: Lesson Study Implementation Section)supporting

confidence: 89%

Lesson Study as a Means to Change Secondary Preservice Physics Teachers’ Practice in the Use of Multiple Representations in Teaching

2021

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Multiple representations, such as experimental data, schemas, tables, and graphs, are an essential resource in science teaching. However, their use in the classroom typically poses a challenge for preservice teachers. The aim of this research is to examine changes in the practices of a group of preservice teachers regarding the use of multiple representations in the teaching of kinetic energy to 9th grade students, when this training is included in their initial teacher education program. For this purpose, a collaborative, reflexive, and student-learning centered approach, namely, a lesson study with three cycles, was implemented. A descriptive and content analysis for qualitative data collected showed improvement in the practices of the preservice teachers, namely on the representations both of the event that represents the “real” world, as well as of the scientific concepts. The results obtained contribute to deepening the knowledge on the use of multiple representations by preservice teachers, as well as to increasing the knowledge on using lesson study to develop the ability to use multiple representations during initial teacher education.

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“…In the case of supporting the implementation of learning strategies, Dick and Carey showed that some main criteria or requirements need to exist (Danday, 2019). This is formulated into five main components, including preliminary learning, information delivery, student participation, tests, and follow-up activities.…”

Section: Learning Strategymentioning

confidence: 99%

Technology-based learning strategies in Digital Madrasah Program

Haddade

Nur

Mustami

et al. 2023

CJES

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This study aimed to demonstrate the Research-based Digital Madrasah history and technology-based learning strategies and developments. It is a qualitative descriptive study that uses in-depth interviews for collecting data from informants, including the head of a madrasah, educators, and students, which are analyzed by N-Vivo Software. The results indicated several learning strategies in Research-based Digital Madrasah that were applied and integrated with technology. This includes the use of the tablet in the learning process, especially for the seventh-grade students who were directed at 100% digital-based learning processes. They utilized the technology application in learning, including the Arabic language learning, such as the Alef application, and digital-based academic and non-academic service management. The result confirms that the implementation of strategies in technology-based learning significantly supports madrasah development in the future. Keywords: Digital Madrasah, strategy, technology-based learning, development, learning application.

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Active vs. Passive Microteaching Lesson Study: Effects on Pre-service Teachers’ Technological Pedagogical Content Knowledge

Cited by 16 publications

References 20 publications

Lesson Study in Pre-Service Physics Teachers’ Education: A Case in Brazil

Lesson Study in Pre-Service Physics Teachers’ Education: A Case in Brazil

Lesson Study as a Means to Change Secondary Preservice Physics Teachers’ Practice in the Use of Multiple Representations in Teaching

Technology-based learning strategies in Digital Madrasah Program

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