What Preservice Teachers and Knowledgeable Others Professionally Notice During Lesson Study

Amador, Julie M.; Weiland, Ingrid

doi:10.1080/08878730.2015.1009221

Cited by 52 publications

(57 citation statements)

References 20 publications

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“…In the collection of papers reviewed, stringent focus on learning and its follow-through in all stages of the study were rare. The review group found that the development of specific frameworks for observation, like that of professional noticing (Amador and Weiland, 2015), holds promise for future application of LS in ITE.…”

Section: Observationmentioning

confidence: 99%

“…Amador andWeiland (2015, drawing on van Es andSherin, 2002) offered professional noticing as a framework, with which to articulate what observers may be attending to and how they might interpret the phenomena to which they give attention. Discussion of the complexities of observation was the exception, however, the norm appearing to be that most papers treated observation as relatively unproblematic.…”

Section: Below) This Variability Demonstrates the Different Ways In mentioning

confidence: 99%

“…An example of this is Amador and Weiland's (2015) use of the concept of professional noticing to frame student-teachers' observations of how pupils' mathematical thinking develops during a lesson. In this way, the article delves into the nature of the conscious noticing concerning classroom occurrences, which student-teachers developed during the teaching process and which they explored during the LS cycle.…”

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confidence: 99%

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A literature review of lesson study in initial teacher education

Larssen

Cajkler

Mosvold

et al. 2018

IJLLS

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Abstract• Purpose -A structured review of literature on Lesson Study (LS) in initial teacher education (ITE) was conducted. The focus was on how learning and observation were discussed in studies of LS in ITE.• Design -Each national team (in Norway and England) undertook independent searches of published peer-reviewed articles. The resulting articles were then combined, screened and collaboratively reviewed, the focus being on two areas of enquiry: 1) How learning is represented and discussed;2) The extent to which observation is described and used to capture evidence of learning.• Findings -The literature review indicated that there was no universally held understanding of, or explanation for, the process of observation, how it should be conducted, and who or what should be the principal focus of attention. There was also a lack of clarity in the definition of learning and the use of learning theory to support these observations.• Research limitations -This study was limited to a review of a selection of peerreviewed journal articles, published in English. It arrives at some tentative conclusions, but its scope could have been broadened to include more articles and other types of published material e.g. theses and book chapters.• Practical implications -Research that investigates the use of LS in ITE needs to be more explicit about how learning is defined and observed. Furthermore, LS research papers need to assure greater clarity and transparency about how observations are conducted in their studies. 2• Originality/Value -This literature review suggests that discussion of both learning and observation in ITE lesson study research papers should be strengthened. The review highlights three principal challenges that ITE LS researchers should consider: a) how to prepare student-teachers to observe (professional noticing being a promising option), b) the wide variation in the focus of classroom observation in ITE lesson studies c) discussion of what is understood by learning needs to stand at the heart of preparation for lesson studies in ITE.

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Section: Observationmentioning

confidence: 99%

Section: Below) This Variability Demonstrates the Different Ways In mentioning

confidence: 99%

mentioning

confidence: 99%

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A literature review of lesson study in initial teacher education

Larssen

Cajkler

Mosvold

et al. 2018

IJLLS

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“…preservice teacher development of professional noticing (Amador & Weiland, 2015;Jacobs, Lamb, & Philipp, 2010). Professional noticing as it relates to teaching is a metacognitive process during which teachers focus their attention on classroom events and their perceptions of these events (Mason, 2011).…”

mentioning

confidence: 99%

“…We therefore blend the purposes of lesson study with professional noticing and posit that the deep level of lesson analysis that occurs during lesson study can serve to support teachers' abilities to professionally notice. Previous research has demonstrated that preservice teachers can professionally notice in an authentic field placement context while engaging in lesson study that includes a facilitator (e.g., doctoral student in mathematics education, curriculum expert) and the classroom teacher (Amador & Weiland, 2015;Corcoran, 2011). However, further research is needed to understand how this noticing occurs within the lesson study context.…”

mentioning

confidence: 99%

Lexical and Indexical Conversational Components That Mediate Professional Noticing During Lesson Study

Carter

Amador

2015

EURASIA J MATH SCI T

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Previous research indicates that lesson study can support preservice teachers' abilities to professionally notice. This qualitative case study examined specific lexical and indexical conversational components of lesson study analysis meetings that afford or constrain elementary preservice teachers' incidences of professionally noticing students' mathematical thinking. Results indicate that the facilitator supported preservice teachers to identify and provide evidence of student thinking through direct questioning and probing, allowing free discussion, modeling connections of student thinking to mathematics learning theory, and gesturing to explain mathematical concepts. Professional noticing was constrained by discussion of pedagogical procedures and longer talk segments by the facilitator or classroom teacher. Findings suggest that lexical and indexical inclusions in lesson study analysis meetings can support varied levels of preservice teachers' professional noticing. As demonstrated by the facilitator in our study, we recommend facilitators pay close attention to the prompts they pose and how they guide and model analysis of student thinking.

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Lesson Study in Mathematics Initial Teacher Education in England

Baldry

Foster

2019

Advances in Mathematics Education

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Drawing on research in mathematics initial teacher education (ITE) in England, this chapter explores the potential of lesson study to support pre-service mathematics teachers' pedagogical development. We draw attention to ways in which lesson study can be highly transformative of beginning mathematics teachers' pedagogical learning. We consider the current ITE context in England and analyse potential opportunities and challenges for incorporating lesson study into mathematics ITE courses. We conclude by proposing a theoretical model for using lesson study in mathematics ITE that takes account of these contextual issues and offers ways to make the most of the opportunities available. We particularly highlight the importance of a productive partnership between university and school, the need to focus both collaborative lesson planning and observation on a clear research question that relates to student learning of mathematics, and the necessity of a tight protocol for post-lesson discussions.

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What Preservice Teachers and Knowledgeable Others Professionally Notice During Lesson Study

Cited by 52 publications

References 20 publications

A literature review of lesson study in initial teacher education

A literature review of lesson study in initial teacher education

Lexical and Indexical Conversational Components That Mediate Professional Noticing During Lesson Study

Lesson Study in Mathematics Initial Teacher Education in England

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