Araştırma Makalesi
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Addressing Challenges: Lesson Study Method in Teaching Practice Course

Yıl 2024, Cilt: 10 Sayı: 1, 69 - 98, 29.04.2024

Öz

Bu çalışmanın amacı, öğretmenlik uygulaması dersinde ders imecesi modelinin uygulanması sürecindeki zorlukları araştırmak ve bu zorlukların çözümüne yönelik öneriler sunmaktır. Ders araştırması, öğretmenlerin dersleri işbirliği içinde planlamalarına ve incelemelerine olanak tanıyan Japonya temelli bir mesleki gelişim modelidir. Bu çalışmada araştırma yöntemi olarak durum çalışması seçilmiştir. Çalışma grubunu son sınıfta öğrenim gören ve öğretmenlik uygulaması dersini alan altı öğretmen adayı oluşturmaktadır. Çalışma süreci 10 hafta sürmüş ve ders imecesi grupları haftada üç kez bir araya gelmiştir. Veri toplama aracı olarak sınıf içi gözlemler, ses kayıtları ve görüşmelerden yararlanılmıştır. Elde edilen veriler içerik analizi yöntemiyle analiz edilmiştir. Bulgular incelendiğinde altı öğretmen adayının aynı grupta yer alması bazı sorunlara yol açmıştır. Gelecekteki ders imecesi uygulamaları için her gruptaki katılımcı sayısının azaltılması önerilmektedir.

Kaynakça

  • Adnot, M., Dee, T., Katz, V., & Wyckoff, J. (2017). Teacher turnover, teacher quality, and student achievement in DCPS. Educational Evaluation and Policy Analysis, 39, 54–76. https://doi.org/10.3102/0162373716663646
  • Akerson, V. L., Pongsanon, K., Rogers, M. A. P., Carter, I., & Galindo, E. (2017). Exploring the use of lesson study to develop elementary preservice teachers’ pedagogical content knowledge for teaching nature of science. International Journal of Science and Mathematics Education, 15(2), 293- 312. https://doi.org/10.1007/s10763-015-9690-x
  • Anderson, J., Ressler, J., & Wahl-Alexander, Z. (2022). Increasing selfefficacy of preservice teachers in early field experiences. Journal of Physical Education, Recreation & Dance, 93, 26 - 30. https://doi.org/10.1 080/07303084.2022.2100529.
  • Andrade, H. G. (2005). Teaching with rubrics: The good, the bad, and the ugly. College teaching, 53(1), 27-31. https://doi.org/10.3200/ CTCH.53.1.27-31
  • Back, J., & Joubert, M. (2011, February). Lesson study as a process for professional development: Working with teachers to effect significant and changes in practice. Paper presented at the Annual Meeting of 7th Congress of the European Society for Research in Mathematics Education, Rzeszow, Poland.
  • Baecher, L., Rorimer, S., & Smith, L. (2012). Video-mediated teacher collaborative inquiry: Focus on English language learners. The High School Journal, 95(3), 49-61.
  • Baki, M. (2012). Investigating development of prospective primary teachers' mathematical pedagogical content knowledge: Lesson study (Unpublished doctoral dissertation). Karadeniz Technical University, Trabzon, Turkey.
  • Baki, M., & Arslan, S. (2015). Examining the effect of lesson study on prospective primary teachers’ knowledge of lesson planning. Turkish Journal of Computer and Mathematics Education, 6(2), 209-229.
  • Bamrungsin, P., & Khampirat, B. (2022). Improving professional skills of pre-service teachers using online training: applying work-integrated learning approaches through a quasi-experimental study. Sustainability, 14(7), 4362. https://doi.org/10.3390/su14074362
  • Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., & Tsai, Y. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133-180. https://doi.org/10.3102/0002831209345157
  • Bertucci, A., Conte, S., Johnson, D. W., & Johnson, R. T. (2010). The impact of size of cooperative group on achievement, social support, and self-esteem. The Journal of General Psychology: Experimental, Psychological, and Comparative Psychology, 137(3), 256-272. https://doi. org/10.1080/00221309.2010.484448
  • Bogdan, R. C., & Biklen, S. K. (2003). Research for education: An introduction to theories and methods (4th ed.). New York, NY: Pearson.
  • Bowman, C. L., & McCormick, S. (2000). Comparison of peer coaching versus traditional supervision effects. The Journal of Educational Research, 93(4), 256-261. https://doi.org/10.1080/00220670009598714
  • Bozkurt, E. (2015). Investigation of middle school mathematics teachers’ group-based self-regulation of instructional activities in the context of lesson study model (Unpublished doctoral dissertation). University of Hacettepe, Ankara, Turkey.
  • Burdett, J. (2003). Making groups work: University students’ perceptions. International Education Journal, 4(3), 177-191.
  • Cajkler, W. and Wood, P. (2019), "Lesson Study in ITE: A Family of Approaches", Wood, P., Larssen, D.L.S., Helgevold, N. and Cajkler, W. (Ed.) Lesson Study in Initial Teacher Education: Principles and Practices, Emerald Publishing Limited, Leeds, pp. 31-46. https://doi.org/10.1108/978- 1-78756-797-920191003
  • Cerbin, W. & Kopp, B. (2006). Lesson study as a model for building pedagogical knowledge and improving teaching. International Journal of Teaching and Learning in Higher Education, 18(3), 250-257.
  • Chaliès, S., Bruno-Méard, F., Méard, J., & Bertone, S. (2010). Training preservice teachers rapidly: The Need to articulate the training given by university supervisors and cooperating teachers. Teaching and Teacher Education, 26(4), 767-774. https://doi.org/10.1016/J.TATE.2009.10.012.
  • Chokshi, S., & Fernandez, C. (2005). Reaping the systemic benefits of lesson study: Insights from the US. Phi Delta Kappan, 86(9), 674-680. https://doi.org/10.1177/003172170508600911
  • Chong, W. H., & Kong, C. A. (2012). Teacher collaborative learning and teacher self-efficacy: The case of lesson study. The Journal of Experimental Education, 80(3), 263-283. https://doi.org/10.1080/00220973.2011.59 6854
  • Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage.
  • Çakmak, M. (2014). Reflections on group work: Voices from preservice teachers. Education and Science, 39(174), 338-347.
  • Çepni, O., & Aydın, F. (2015). The problems prospective geography teachers encounter in teaching practice lesson and solution suggestions. The Journal of Turkish Social Research, 19 (2), 285-304.
  • Çermik, H., Doğan, B., & Şahin, A. (2011). An investigation of prospective teachers’ experiences with their unforgotten teachers from a career choice perspective. Education Sciences, 6(4), 2675-2688.
  • Demir, Ö., & Çamli, Ö. (2011). Schools Teaching Practice Lesson Practice Problems Encountered the Investigation of Class and Opinions of Pre- School Students: A Qualitative Study. Journal of Uludag University Faculty of Education, 24(1), 117-139.
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Addressing Challenges: Lesson Study Method in Teaching Practice Course

Yıl 2024, Cilt: 10 Sayı: 1, 69 - 98, 29.04.2024

Öz

The aim of this study was to explore challenges in implementing the lesson study model in teaching practice course and to discuss solutions, providing insights into addressing these issues. Lesson study is a Japanese form of professional development that allows teachers to plan and examine lessons collaboratively. In this study, case study was selected as a research method. The study group consisted of six preservice teachers in their final year and taking the teaching practice course. The study process took 10 weeks and the lesson study groups met three times a week. As data collection tools, classroom observations, voice recordings and interviews were used. The obtained data were analyzed by content analysis method. When the findings were examined, having six preservice teachers in one group caused some problems. It is recommended to reduce the participant numbers in each group for future lesson study implementations.

Kaynakça

  • Adnot, M., Dee, T., Katz, V., & Wyckoff, J. (2017). Teacher turnover, teacher quality, and student achievement in DCPS. Educational Evaluation and Policy Analysis, 39, 54–76. https://doi.org/10.3102/0162373716663646
  • Akerson, V. L., Pongsanon, K., Rogers, M. A. P., Carter, I., & Galindo, E. (2017). Exploring the use of lesson study to develop elementary preservice teachers’ pedagogical content knowledge for teaching nature of science. International Journal of Science and Mathematics Education, 15(2), 293- 312. https://doi.org/10.1007/s10763-015-9690-x
  • Anderson, J., Ressler, J., & Wahl-Alexander, Z. (2022). Increasing selfefficacy of preservice teachers in early field experiences. Journal of Physical Education, Recreation & Dance, 93, 26 - 30. https://doi.org/10.1 080/07303084.2022.2100529.
  • Andrade, H. G. (2005). Teaching with rubrics: The good, the bad, and the ugly. College teaching, 53(1), 27-31. https://doi.org/10.3200/ CTCH.53.1.27-31
  • Back, J., & Joubert, M. (2011, February). Lesson study as a process for professional development: Working with teachers to effect significant and changes in practice. Paper presented at the Annual Meeting of 7th Congress of the European Society for Research in Mathematics Education, Rzeszow, Poland.
  • Baecher, L., Rorimer, S., & Smith, L. (2012). Video-mediated teacher collaborative inquiry: Focus on English language learners. The High School Journal, 95(3), 49-61.
  • Baki, M. (2012). Investigating development of prospective primary teachers' mathematical pedagogical content knowledge: Lesson study (Unpublished doctoral dissertation). Karadeniz Technical University, Trabzon, Turkey.
  • Baki, M., & Arslan, S. (2015). Examining the effect of lesson study on prospective primary teachers’ knowledge of lesson planning. Turkish Journal of Computer and Mathematics Education, 6(2), 209-229.
  • Bamrungsin, P., & Khampirat, B. (2022). Improving professional skills of pre-service teachers using online training: applying work-integrated learning approaches through a quasi-experimental study. Sustainability, 14(7), 4362. https://doi.org/10.3390/su14074362
  • Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., & Tsai, Y. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133-180. https://doi.org/10.3102/0002831209345157
  • Bertucci, A., Conte, S., Johnson, D. W., & Johnson, R. T. (2010). The impact of size of cooperative group on achievement, social support, and self-esteem. The Journal of General Psychology: Experimental, Psychological, and Comparative Psychology, 137(3), 256-272. https://doi. org/10.1080/00221309.2010.484448
  • Bogdan, R. C., & Biklen, S. K. (2003). Research for education: An introduction to theories and methods (4th ed.). New York, NY: Pearson.
  • Bowman, C. L., & McCormick, S. (2000). Comparison of peer coaching versus traditional supervision effects. The Journal of Educational Research, 93(4), 256-261. https://doi.org/10.1080/00220670009598714
  • Bozkurt, E. (2015). Investigation of middle school mathematics teachers’ group-based self-regulation of instructional activities in the context of lesson study model (Unpublished doctoral dissertation). University of Hacettepe, Ankara, Turkey.
  • Burdett, J. (2003). Making groups work: University students’ perceptions. International Education Journal, 4(3), 177-191.
  • Cajkler, W. and Wood, P. (2019), "Lesson Study in ITE: A Family of Approaches", Wood, P., Larssen, D.L.S., Helgevold, N. and Cajkler, W. (Ed.) Lesson Study in Initial Teacher Education: Principles and Practices, Emerald Publishing Limited, Leeds, pp. 31-46. https://doi.org/10.1108/978- 1-78756-797-920191003
  • Cerbin, W. & Kopp, B. (2006). Lesson study as a model for building pedagogical knowledge and improving teaching. International Journal of Teaching and Learning in Higher Education, 18(3), 250-257.
  • Chaliès, S., Bruno-Méard, F., Méard, J., & Bertone, S. (2010). Training preservice teachers rapidly: The Need to articulate the training given by university supervisors and cooperating teachers. Teaching and Teacher Education, 26(4), 767-774. https://doi.org/10.1016/J.TATE.2009.10.012.
  • Chokshi, S., & Fernandez, C. (2005). Reaping the systemic benefits of lesson study: Insights from the US. Phi Delta Kappan, 86(9), 674-680. https://doi.org/10.1177/003172170508600911
  • Chong, W. H., & Kong, C. A. (2012). Teacher collaborative learning and teacher self-efficacy: The case of lesson study. The Journal of Experimental Education, 80(3), 263-283. https://doi.org/10.1080/00220973.2011.59 6854
  • Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage.
  • Çakmak, M. (2014). Reflections on group work: Voices from preservice teachers. Education and Science, 39(174), 338-347.
  • Çepni, O., & Aydın, F. (2015). The problems prospective geography teachers encounter in teaching practice lesson and solution suggestions. The Journal of Turkish Social Research, 19 (2), 285-304.
  • Çermik, H., Doğan, B., & Şahin, A. (2011). An investigation of prospective teachers’ experiences with their unforgotten teachers from a career choice perspective. Education Sciences, 6(4), 2675-2688.
  • Demir, Ö., & Çamli, Ö. (2011). Schools Teaching Practice Lesson Practice Problems Encountered the Investigation of Class and Opinions of Pre- School Students: A Qualitative Study. Journal of Uludag University Faculty of Education, 24(1), 117-139.
  • Dewalt, K. M. & Dewalt, B. R. (2002). Participant Observation: A Guide for Fieldworkers. Lanham, MD: Alta Mira Press.
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  • Jackson, P. (1983). Principles and problems of participant observation. Geografiska Annaler: Series B, Human Geography, 65(1), 39-46. https://doi.org/10.1080/04353684.1983.11879487
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  • Juhler, M. V. (2018). Pre-service teachers’ reflections on teaching a physics lesson: How does Lesson Study and Content Representation affect preservice teachers’ potential to start developing PCK during reflections on a physics lesson. Nordic Studies in Science Education, 14(1), 22-36. https:// doi.org/10.5617/nordina.2433
  • Kamens, M. (2007). Learning about Co-teaching: A Collaborative Student Teaching Experience for Preservice Teachers. Teacher Education and Special Education, 30(3), 155 - 166. https://doi.org/10.1177/088840640703000304.
  • Karabuğa, F. (2018). Practicing lesson study with EFL teachers: A social constructivist perspective for EFL teacher professional development (Unpublished doctoral dissertation). University of Çukurova, Adana.
  • Karataş, F. Ö., Cengiz, C., & Uludüz, Ş. M. (2020). Re-designing microteaching to lessen anxiety in the process: the pre-service teachers’ views. Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education, 14(1), 30-56.
  • Kirksekiz, A., Uysal, M., Isbulan, O., Akgun, O. E., Kiyici, M., & Horzum, M. B. (2015). A critical view to school experience and application of teaching courses: Problems, expectations and solution suggestions. Bartin University Journal of Faculty of Education, 4(2), 433-451.
  • Koç, C., & Yildiz, H. (2012). The reflectors of teaching experiences: Diaries. Education and Science, 37(164), 223.
  • Koçak, M., Soylu, Y., & Hayat, F. (2021). Examining Development Prospective Mathematics Teachers Measurement and Evaluation Knowledge and Curriculum Knowledge through Lesson Study Method. Kastamonu Eğitim Dergisi, 29(5), 856-871.
  • Krueger, R. A. (1994). Focus groups: A practical guide for applied research (2nd ed.). Thousand Oaks, CA: Sage.
  • Lampley, S. (2015). Exploring pedagogical content knowledge of biology graduate teaching assistants through their participation in lesson study (Unpublished doctoral dissertation). Middle Tennessee State University, Tennessee.
  • Lee, J. F. (2008). A Hong Kong case of lesson study—Benefits and concerns. Teaching and teacher education, 24(5), 1115-1124.
  • Lemke, J. (2007). Video epistemology in- and outside the box: traversing attentional spaces. R. Goldman, R. Pea, B. Barron, S.J. Derry (Eds.), Video research in the learning sciences, Lawrence Erlbaum, Mahwah, NJ.
  • Lewis, C. (2002). Does lesson study have a future in the United States?. Nagoya Journal of Education and Human Development, 1, 1-23.
  • Lewis, C. C., Perry, R. R., & Hurd, J. (2009). Improving mathematics instruction through lesson study: A theoretical model and North American case. Journal of Mathematics Teacher Education, 12(4), 285-304. https:// doi.org/10.1007/s10857-009-9102-7
  • Lewis, C., Perry, R. & Murata, A. (2006). How should research contribute to instructional improvement? The case of lesson study. Educational Researcher, 35(3), 3-14. https://doi.org/10.3102/0013189X035003003
  • Lou, Y., Abrami, P. C., Spence, J. C., Poulsen, C., Chambers, B., & d’Apollonia, S. (1996). Within-class grouping: A meta-analysis. Review of Educational Research, 66(4), 423-458. https://doi.org/10.3102/00346543066004423
  • Magnusson, S., Krajcik, J. & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge. Dordrecht: Springer.
  • Marshall, C., & Rossman, G. B. (2014). Designing qualitative research. Sage publications.
  • Matthews, M., Hlas, C., & Finken, T. (2009). Using Lesson Study and Four-Column Lesson Planning with Preservice Teachers. Μathematics Τeacher, 102(7), 504-508. https://doi.org/10.5951/MT.102.7.0504
  • McKenney, S., & Reeves, T. C. (2014). Educational design research. In Handbook of research on educational communications and technology. Springer, New York, NY.
  • Michael, R., Webster, C., Egan, C., Stewart, G., Nilges, L., Brian, A., Johnson, R., Carson, R., Orendorff, K., & Vazou, S. (2018). Viability of university service learning to support movement integration in elementary classrooms: Perspectives of teachers, university students, and course instructors. Teaching and Teacher Education, 72, 122-132. https://doi. org/10.1016/J.TATE.2018.03.003.
  • Murata, A. (2011). Introduction: Conceptual overview of lesson study. In L, C, Hart, A, Alston & A, Murata (Eds.), Lesson study research and practice in mathematics education, Dordrecht, The Netherlands: Springer. National Council for Accreditation of Teacher Education. (2010). Transforming teacher education through clinical practice: A national strategy to prepare effective teachers. Washington, DC: Author.
  • O’Neil, K., & Boyce, B. (2018). Improving teacher effectiveness in physical education teacher education through field-based supervision. The Physical Educator, 75, 835-849. https://doi.org/10.18666/TPE-2018-V75-I5-7739.
  • Ogegbo, A. A., Gaigher, E. & Salagaram, T. (2019). Benefits and challenges of lesson study: A case of teaching Physical Sciences in South Africa. South African Journal of Education, 39(1). DOI: 10.15700/saje.v39n1a1680
  • Ono, Y., & Ferreira, J. (2010). A case study of continuing teacher professional development through lesson study in South Africa. South African Journal of Education, 30(1), 59-74. DOI: 10.15700/saje.v30n1a320
  • Ozdas, F. (2018). Evaluation of pre-service teachers' perceptions for teaching practice course. Educational Policy Analysis and Strategic Research, 13(2), 87-103.
  • Özbek, D. (2020). Investigating the development of pre-service science teachers’ technological pedagogical content knowledge for nature of science by using lesson study model (Unpublished doctoral dissertation). Trabzon University, Trabzon.
  • Paker, T. (2008). Problems of student teachers regarding the feedback of university supervisors and mentors during teaching practice. Pamukkale University Journal of Education, (23), 132-139.
  • Parks, A. (2009). Collaborating about what? An instructor's look at preservice lesson study. Teacher Education Quarterly, 36(4), 81-97.
  • Patton, M. Q. (1990). Qualitative evaluation and research methods. SAGE Publications, inc.
  • Rekalidou, G., Karadimitriou, K., & Moumoulidou, M. (2014). Application of Lesson Study with students. Collaboration, reflection and feedback. Hellenic Journal of Research in Education, 1(2), 7-28.
  • Richards, J. C., & Farrell, T. S. (2011). Practice teaching: A reflective approach. Cambridge University Press.
  • Richardson, J. (2004). Lesson study: Teachers learn how to improve instruction. In Tools for Schools. Oxford, OH: National Staff Development Council.
  • Saito, E., Harun, I., Kuboki, I. & Tachibana, H. (2006). Indonesian lesson study in practice: Case study of Indonesian mathematics and science teacher education project. Journal of In-service Education, 32(2), 171- 184. https://doi.org/10.1080/13674580600650872
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  • Stepanek, J., Appel, G., Leong, M., Mangan, M. T. & Mitchell, M. (2006). Leading lesson study: A practical guide for teachers and facilitators. Thousand Oaks, CA: Corwin Press.
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  • Sumarti, S. S., Supardi, K. I., & Sumarni, W. (2015). The development of lecture model of chemical education management based on lesson study to improve chemistry teacher candidates’ profesionalism. Jurnal Pendidikan IPA Indonesia, 4(1), 11-14.
  • Taylor, E. S., & Tyler, J. H. (2012). Can teacher evaluation improve teaching? Evidence of systematic growth in the effectiveness of teachers. Education Next, 12(4), 78–84.
  • Velle, L. (2021). Initial teacher education programs: So much to include. Journal of Education for Teaching, 47(1), 1-3. https://doi.org/10.1 080/02607476.2021.1878440.
  • Walter, E. M. (2013). The influence of pedagogical content knowledge (PCK) for teaching macroevolution on student outcomes in a general education biology course (Unpublished doctoral dissertation). University of Missouri, Missouri.
  • Wiedermann, W., Reinke, W., & Herman, K. (2020). Prosocial skills causally mediate the relation between effective classroom management and academic competence: An application of direction dependence analysis. Developmental psychology. 56(9), 1723. https://doi.org/10.1037/ dev0001087
  • Yeap, B. H., Foo, P., & Soh, P. S. (2015), Enhancing mathematics teachers’ professional development through Lesson Study: A case study in Singapore. In M. Inprasitha, M. Isoda, P. Wang-Iverson, & B. H. Yeap (Eds.), Lesson Study: Challenges in Mathematics Education. Singapore: World Scientific.
  • Yin, R. K. (2009). Case study research: Design and methods (4th ed.), Thousand Oaks, CA: Sage Publications.
  • Yoshida, M., (1999). Lesson Study: A case study of a Japanese to improving instruction through school- based teacher development (Unpublished doctoral dissertation). The University of Chicago, Chicago.
  • Zeichner, K. (2007). Accumulating knowledge across self-studies in teacher education. Journal of Teacher Education, 58(1), 36-46. https://doi. org/10.1177/0022487106296219
Toplam 92 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Sosyolojisi
Bölüm Makaleler
Yazarlar

Hakan Şevki Ayvacı 0000-0002-3181-3923

Dilek Özbek 0000-0002-1601-6766

Yayımlanma Tarihi 29 Nisan 2024
Gönderilme Tarihi 30 Mart 2024
Kabul Tarihi 24 Nisan 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 10 Sayı: 1

Kaynak Göster

APA Ayvacı, H. Ş., & Özbek, D. (2024). Addressing Challenges: Lesson Study Method in Teaching Practice Course. İstanbul Aydın Üniversitesi Eğitim Fakültesi Dergisi, 10(1), 69-98.


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