Lesson Study in Initial Teacher Education to Stimulate the Pedagogical Content Knowledge on the topic of Speed of Sound

Abstract

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 sessions and a total of 36 hours of work. The first cycle consisted of ten sessions: the first eight sessions aimed at defining the topic and lesson planning; this was followed by the first research lesson taught by the cooperating teacher; and finally, there was a post-lesson reflection. The second cycle consisted of two sessions; a second research lesson was also taught by the cooperating teacher; and subsequent to this, there was a post-lesson reflection. This is a qualitative and interpretative study. Data were collected from participant observation of all sessions using field notes and video recording, individual interviews and individual written reflections. Results showed that the pre-service teachers developed the pedagogical teacher knowledge (PCK) to teach the topic in the planning phase, when they identified the students’ prior knowledge, which would help them learn the topic, and in the post-lesson reflection sessions, when they discussed strategies that could help students overcome their learning difficulties.

Desarrollo profesional docente sobre el conocimiento pedagógico del contenido en profesores de ciencias: una revisión sistemática de la literatura

“…Aproximadamente el 45 % de las publicaciones están relacionadas con los procesos de formación docente. Con ella se promueven programas de desarrollo profesional para los profesores de ciencias en cuanto a generar aspectos de mejora de la práctica pedagógica, como en las intervenciones de desarrollo profesional docente como Lesson Study (Coenders & Verhoef, 2019;Conceição et al, 2020Conceição et al, , 2021. Esta se refiere a los procesos de formación que desarrollan grupos de docentes que se reúnen de forma regular para trabajar en el diseño, desarrollo, comprobación, crítica o mejora de una lección (Soto-Gómez et al, 2021).…”

Professional Learning of Physics Teachers in Lesson Study: Exploring Inquiry Tasks

“…Research on lesson studies as a teacher professional development process has shown promising results (e.g., Conceição et al, 2016;Juhler, 2018;Sims & Walsh, 2009;Zhou, Xu, & Martinovic, 2016), but investigations with Science teachers are still scarce, mainly involving inquiry tasks in Physics teaching. Moreover, much research on lesson studies involves initial teacher education in Mathematics (e.g., Baptista et al, 2014;Ponte, Quaresma, Mata-Pereira, & Baptista, 2016) and few in Physics (e.g., Baptista et al, 2013;Conceição, Baptista, & Ponte, 2020;Conceição et al, 2019;Pektas, 2014;Rodrigues & Arroio, 2020).…”

"It's a Thing to Measure Things": Learning About Measurement in Early Childhood Teacher Education in Portugal

“…Lesson Studies are herald as contributing to teachers professional development but also to teachers' professional knowledge [2]. This holds true to the ones involved in each study but also to others that have access to the refined lesson plans and records of students' reactions, difficulties, and results.…”