TY - JOUR

T1 - Lesson study in prospective mathematics teacher education: didactic and paradidactic technology in the post-lesson reflection

AU - Rasmussen, Klaus

PY - 2016

Y1 - 2016

N2 - This paper presents a detailed analysis of the post-lesson reflection, carried outin the context of eight cases of lesson study conducted by teams of Danish, lower secondaryprospective teachers and their supervisors. The participants, representing different institutions, were all new to the lesson study format. Nevertheless, it is demonstrated how their interaction shape the development of discourse about mathematical learning. The anthropological theory of the didactic is employed as the theoretical approach to analyse the mathematical and primarily didactical praxeologies developed and discussed during the meetings. The study investigates what happens when lesson study, a well-established Japanese ‘‘system’’ for professional teacher development, is transposed to another educational and cultural context, with the aim of enhancing prospective teacher learning during the practicum of a teacher education programme. The findings highlight significant different positions in the discourse during the post-lesson reflection. Specific practicerelated knowledge is developed, to the benefit of prospective teachers, educators and researchers alike. This kind of knowledge is of interest and concern to the whole profession of mathematics teachers and the analysis adds to our insight into the potential of lesson study in prospective education as a meeting place where pertinent actors contribute to the expansion and dissemination of shared professional knowledge

AB - This paper presents a detailed analysis of the post-lesson reflection, carried outin the context of eight cases of lesson study conducted by teams of Danish, lower secondaryprospective teachers and their supervisors. The participants, representing different institutions, were all new to the lesson study format. Nevertheless, it is demonstrated how their interaction shape the development of discourse about mathematical learning. The anthropological theory of the didactic is employed as the theoretical approach to analyse the mathematical and primarily didactical praxeologies developed and discussed during the meetings. The study investigates what happens when lesson study, a well-established Japanese ‘‘system’’ for professional teacher development, is transposed to another educational and cultural context, with the aim of enhancing prospective teacher learning during the practicum of a teacher education programme. The findings highlight significant different positions in the discourse during the post-lesson reflection. Specific practicerelated knowledge is developed, to the benefit of prospective teachers, educators and researchers alike. This kind of knowledge is of interest and concern to the whole profession of mathematics teachers and the analysis adds to our insight into the potential of lesson study in prospective education as a meeting place where pertinent actors contribute to the expansion and dissemination of shared professional knowledge

U2 - 10.1007/s10857-015-9299-6

DO - 10.1007/s10857-015-9299-6

M3 - Journal article

VL - 19

SP - 301

EP - 324

JO - Journal of Mathematics Teacher Education

JF - Journal of Mathematics Teacher Education

SN - 1386-4416

IS - 4

ER -