Session Information
Other (please specify below)
Proceeding
Abstract of proposed session
A lesson study cycle is a professional development process that integrates research and reflection through collaboration. The cycle allows a group to refine a lesson based on these collaboration efforts such as interaction with students and the post-lesson discussion. Secondary pre-service teachers in a mathematics methods course engaged in a lesson study cycle through collaboration between in-service teachers, Georgia College professors, and students in a local high school classroom. We systematically investigated this process to determine that through preparing, enacting and reflecting on their practice, Pre-service Teachers (PST) developed insight, reasoning, and understanding of the mathematics that they taught.
Keywords
Georgia Association of Mathematics Teacher Educators Annual Conference, GAMTE 2015, Lesson study, Georgia College, Professional development, Research, Reflection, Collaboration
Recommended Citation
Abney, Angel R.; Samples, Brandon; and Santarone, Doris, "Paper 1: Engaging in Lesson Study at Georgia College" (2015). Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference. 2.
https://digitalcommons.georgiasouthern.edu/gamte/2015/proceedings/2
Included in
Science and Mathematics Education Commons, Teacher Education and Professional Development Commons
Paper 1: Engaging in Lesson Study at Georgia College
A lesson study cycle is a professional development process that integrates research and reflection through collaboration. The cycle allows a group to refine a lesson based on these collaboration efforts such as interaction with students and the post-lesson discussion. Secondary pre-service teachers in a mathematics methods course engaged in a lesson study cycle through collaboration between in-service teachers, Georgia College professors, and students in a local high school classroom. We systematically investigated this process to determine that through preparing, enacting and reflecting on their practice, Pre-service Teachers (PST) developed insight, reasoning, and understanding of the mathematics that they taught.
