Reflections from the Lesson Study for the Development of Techno-Pedagogical Competencies in Teaching Fractal Geometry

Abstract

Technological Pedagogical Content Knowledge (TPACK) is a model that explains how teachers use technology more effectively in the context of technological, pedagogical, and content knowledge. Teachers' TPACK competencies play great importance in this regard. Lesson study has also been playing significant roles in the development of teachers' professional trainings. When the researches on TPACK and lesson study have been analyzed, the research is expected to provide significant contributions to the literature. This study aims to present reflections from a lesson study practice that carried out to urge techno-pedagogical competencies of the secondary school mathematics teachers and to reveal the development of teachers' progress. The study used case study method, and it was conducted with three in-service teachers. The research data were collected through semi-structured interviews, voice recorder, and observation notes. To analyze the collected data, descriptive analysis method was used. The results have revealed that teachers have made much more progress in designing, implementing, and problem solving in terms of TPACK competencies. It has also been determined that teachers' development of openness to the innovations was limited. This limitation appeared to emerge as a result of teachers' time anxiety and insufficient knowledge regarding the use of technology.

Development of the teacher’s technological pedagogical content knowledge (TPACK) from the Lesson Study: A systematic review

“…In relation to the LS, the results show that there is no number of participants and specific space that limits the development of the cycles. Yildiz and Baltaci (2017) research revealed that the LS has been greatly modified compared to its initial structure. For these cases, technology becomes a great ally to develop the moments of the LS remotely, even granting greater capacity and flexibility for the analysis and study of the activities, as well as the evidence, since they are digitized and They can be seen as many times as necessary.…”

“…For their part, Yildiz and Baltaci (2017) set up an experience initially based on the informative phase and discussion in groups about a problem. Then three teachers carried out the planning and implementation phases of the class.…”

“…The TPACK is assumed to be the knowledge that the teacher needs to facilitate student learning of certain contents through pedagogical and technological approaches. Yildiz and Baltaci (2017) mention that the TPACK is a model that explains how teachers can incorporate technology into teaching and learning processes, as well as how to use technology more effectively and closer to pedagogical and content knowledge.…”

Educating future primary schoolteachers to create a communication culture through educational technologies

“…In some studies, the computer self-efficacy of teachers and teacher candidates was evaluated. In these studies, the importance of pre-service and in-service training in developing computer self-efficacy of teachers and prospective teachers is emphasised (Yan & Piper, 2003;Yildiz, & Baltaci, 2017). In their study, Ma, Andersson, and Streith (2005) investigated pre-service teachers' perceptions of educational technologies.…”

Applying the Lesson Study Model in Developing Teaching Capability for Young Teachers in Vietnam

“…Teachers listen in silence, and the presenters become the judges (Ylonen & Norwich, 2012). To integrate professional development and teaching capability for teachers effectively and firmly, the authors see the professional development activities according to a devised Lesson Study model (Schipper et al, 2020;Yildiz, 2017).…”