Lesson Study with preservice teachers: Lessons from lessons

被引：79

作者：

Sims, Linda ^{[1
]}

Walsh, Daniel ^{[1
]}

机构：

[1] Univ Illinois, Champaign, IL 61820 USA

来源：

TEACHING AND TEACHER EDUCATION | 2009年 / 25卷 / 05期

关键词：

Preservice Teacher Education; Teacher Education; Teacher Educators; Early Childhood Education; Collaboration; Teacher Preparation; LEARN;

D O I：

10.1016/j.tate.2008.10.005

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article examines a 2-year process of integrating Lesson Study-a form of teacher-led professional development-into an introductory course on the principles of teaching for students majoring in early childhood education. The course is taught in conjunction with beginning practicum work in area schools. We describe obstacles, modifications, and outcomes as we adapted the Lesson-Study process to help preservice teachers pay closer attention to instructional strategies (such as questioning techniques, anticipating student responses, and how lesson flow affects student understanding), and become more comfortable with constructive criticism by focusing on the lesson plan rather than the teacher. (C) 2008 Elsevier Ltd. All rights reserved.

引用

页码：724 / 733

页数：10

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