Examining the Use of Lesson Analysis to Improve Teacher Candidates’ Knowledge of Teaching

Abstract

One of the goals of this research is to investigate how lesson analysis activities for the School Experience course supported the development of teacher candidates’ knowledge of teaching. The second goal of this research is to reveal how applications involving lesson analysis reflected on the teacher candidates’ teaching practices. Designed as qualitative research, the study was conducted with elementary mathematics teacher candidates. The data collection tools were the candidates’ lesson analysis reports and end-of-term assessment reports, video recordings of the candidates’ teaching practices, classroom observation, field notes, and interviews conducted with the candidates. The data were analyzed by means of content analysis method. The study concluded that the lesson analysis activities supported the creation of a consciousness that teacher candidates should consider a lesson in mathematics teaching from the point of view of the student. Besides, it was observed that the candidates started noticing when the learners understood easily, or had difficulty, and to what should pay attention when teaching. Suggestions have been made to make the School Experience course more effective in the teacher training process.

Keywords

• Lesson analysis,School Experience course,teacher candidate

Öğretmen Adaylarının Öğretme Bilgisini Geliştirmek İçin Ders Analizi Kullanımının İncelenmesi

Abstract

Bu çalışmanın amaçlarından biri Okul Deneyimi dersindeki ders analizi etkinliklerinin öğretmen adaylarının öğretme bilgilerinin gelişimini nasıl desteklediğini incelemektir. Çalışmanın ikinci amacı ise ders analizi içeren uygulamaların öğretmen adaylarının öğretme pratiklerine nasıl yansıdığını ortaya çıkarmaktır. Nitel araştırma desenini yansıtan bu araştırma ortaokul matematik öğretmeni adayları ile yürütülmüştür.  Veri toplama araçları, adayların ders analizi ve dönem sonu değerlendirme raporları; adayların öğretme pratiklerinin video kayıtları, gözlem, alan notları ve adaylarla yapılan mülakatlardır. Veriler içerik analizi yoluyla analiz edilmiştir. Çalışma sonucunda ders analizi aktivitelerinin matematik öğretiminde bir dersin öğrenci açısından düşünülmesi gerektiği bilinci oluşturulmasını desteklediği görülmüştür. Bunun yanı sıra, öğrencilerin hangi durumlarda kolaylıkla anladıklarını veya zorlandıklarını ve öğretim sırasında dikkat edilmesi gerekenleri öğretmen adaylarının fark etmeye başladıkları belirlenmiştir. Öğretmen eğitimi sürecinde Okul Deneyimi dersinin daha etkili bir şekilde yürütülmesine dair önerilerde bulunulmuştur.

Keywords

• Ders analizi,Okul Deneyimi dersi,öğretmen adayı

References

1. Ball, D. L., & Forzani. F. (2009). The work of teaching and challenge for teacher education: Learning from the past. Journal of Teacher Education, 60(5), 497-511.
2. Ball, D. L. (2011). Foreword. In M. G. Sherin, V. Jacobs, & R. Philipp (Eds.). Mathematics teacher noticing: Seeing through teachers’ eyes (pp. xx- xxıv). New York, NY: Routledge.
3. Barnhart, T., & Van Es, E. (2015). Studying teacher noticing: Examining the relationship among pre-service science teachers’ ability to attend, analyse and respond to student thinking. Teaching and Teacher Education, 45, 83-93.
4. Baş, S. (2013). An investigation of teachers noticing of students’ mathematical thinking in the context of a professional development program (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
5. Dönmez-Usta, N., & Turan-Güntepe, E. (2016). Okul deneyimi ve öğretmenlik uygulaması derslerine ilişkin öğretmen adaylarının görüşleri. Uluslararası Sosyal Araştırmalar Dergisi, 9(42), 1214-1224.
6. Dündar, S. (2013). Demokratik okulun bir unsuru olarak öğrencilerin karar süreçlerine katılımı. Kuram ve Uygulamada Eğitim Bilimleri, 13(2), 853-875.
7. Ericson, F. (2011). On noticing teacher noticing. In M. Sherin, V. Jacobs, & R. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 17-34). New York, NY: Routledge.
8. Feimen-Nemser. S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103, 1013-1055.

9. Forzani, F. M. (2014). Understanding ‘’core practices’’ and ‘’practice-base’’ teacher education. Journal of Teacher Education, 65(4), 357-368.
10. Gitomer, D. H., & Zisk, R. C. (2015). Knowing what teachers know. Review of Research in Education, 39, 1-53.
11. Hanson, W. E., Creswell, J. W., Clark, V. L. P., Petska, K. S., & Creswell, J. D. (2005). Mixed methods research design in counselling psychology. Journal of Counselling Psychology, 52(2), 224-235.
12. Hiebert, J., Morris, A. K., Berk, D., & Jansen, A. (2007). Preparing teachers to learn from teaching. Journal of Teacher Education, 58(1), 47-61.
13. Jacobs, V. R., Lamb, L. L. C., & Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal of Research in Mathematics Education, 41(2), 169-202.
14. Jick, T. D. (1979). Mixing qualitative and quantitative methods: Triangulation in action. Administrative Science Quarterly, 24(4), 602-611.
15. Kırksekiz, A., Uysal, M., İşbulan, O., Akgün, Ö. E., Kıyıcı, M., & Horzum, M. B. (2015). Okul deneyimi ve öğretmenlik uygulaması derslerine eleştirel bir bakış: Problemler, beklentiler ve çözüm önerileri. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 4(2), 433- 451.
16. Koç, C., & Yıldız, H. (2012). Öğretmenlik uygulamasının yansıtıcıları: Günlükler. Eğitim ve Bilim, 37(164), 223-236.
17. Levin, D. M., Hammer, D., & Coffey, J. E. (2009). Novice teachers ‘attention to student thinking. Journal of Teacher Education, 60(2), 142-154.
18. Llinares, S. (2013). Professional noticing: A component of the mathematics teacher’s professional practice. Sisyphus-Journal of Education, 1(3), 76-93.
19. Mason, J. (2002). Researching your own practice: The discipline of noticing. London: Routledge-Falmer.
20. McDonald, M., Kazemi, E., & Kavanagh, S. S. (2013). Core practices and pedagogies of teacher education: A call for a common language and collective activity. Journal of Teacher Education, 64(5), 378-386.
21. Morris, A. K. (2006). Assessing pre-service teachers’ skills for analyzing teaching. Journal of Mathematics Teacher Education, 9(5), 471-505.
22. Osmanoğlu, A. (2010). Preparing prospective teachers for reform-minded teaching through online video case discussions: Change in noticing (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
23. Santagata, R., Zannoni, C., & Stigler, J. W. (2007). The role lesson analysis in pre-service teacher education. An empirical investigation of teacher learning from a virtual video-based field experience. Journal of Mathematics Teacher Education, 10, 123-140.
24. Santagata, R., & Yeh, C. (2014). Learning to teach mathematics and to analyse teaching effectiveness: evidence from a video- and practice-based approach. Journal of Mathematics Teacher Education, 17, 491-514.
25. Santagata, R., & Guarino, J. (2011). Using video to teach future teachers to learn from teaching. ZDM The International Journal of Mathematics Education, 43(1), 133-145.
26. Schoenfeld, A. H. (2011). Noticing matters. A lot. Now what? In M. G. Sherin, V. Jacobs, & R. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 223-238). New York, NY: Routledge.
27. Sherin, M. G., Jacobs, V. R., & Philipp, R. A. (Eds.). (2011). Mathematics teacher noticing: Seeing through teachers’ eyes. New York, NY: Routledge.
28. Star, J. R., & Strickland, S. K. (2008). Learning to observe: Using video to improve preservice mathematics teachers’ ability to notice. Journal of Mathematics Teacher Education, 11, 107-125.
29. Star, J. R., Lynch, K. H., & Perova, N. (2011). Using video to improve mathematics teachers’ abilities to attend to classroom features: A replication study. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 117-133). New York, NY: Routledge.
30. Sun, J., & Van Es, E. A. (2015). An exploratory study of the influence that analysing teaching has on pre-service teachers’ classroom practice. Journal of Teacher Education, 66(3), 201-214.
31. Taylan, R. D. (2016). The relationship between pre-service mathematics teachers’ focus on student thinking in lesson analysis and lesson planning tasks. International Journal of Science and Mathematics Education. Advance online publication. doi:10.1007/s10763-016-9778-y
32. Van Driel, J. H., & Berry, A. (2010). The teacher education knowledge base: Pedagogical content knowledge. In B. McGraw, P. L. Peterson, & E. Baker, (Eds.), International encyclopedia of education (pp. 656-661). Oxford: Elsevier.
33. Van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571-596.
34. Yüksek Öğretim Kurumu [YÖK]. (1998). Undergraduate teacher education programs. Retrieved February 9, 2017 from http://www.yok.gov.tr