BaldryFoster_LS chapter FINAL.pdf (295.79 kB)
Lesson study in mathematics initial teacher education in England
Drawing on research in mathematics initial teacher education (ITE) in England, this chapter explores the potential of lesson study to support pre-service
mathematics teachers’ pedagogical development. We draw attention to ways in which lesson study can be highly transformative of beginning mathematics teachers’ pedagogical learning. We consider the current ITE context in England and analyse potential opportunities and challenges for incorporating lesson study into
mathematics ITE courses. We conclude by proposing a theoretical model for using lesson study in mathematics ITE that takes account of these contextual issues and
offers ways to make the most of the opportunities available. We particularly highlight the importance of a productive partnership between university and school,
the need to focus both collaborative lesson planning and observation on a clear research question that relates to student learning of mathematics, and the necessity
of a tight protocol for post-lesson discussions.
History
School
- Science
Department
- Mathematics Education Centre
Published in
Theory and Practice of Lesson Study in Mathematics: An International PerspectivePages
577-594Citation
BALDRY, F. and FOSTER, C., 2019. Lesson study in mathematics initial teacher education in England. IN: Huang, R., Takahashi, A. and da Ponte, J.P. (eds). Theory and Practice of Lesson Study in Mathematics: An International Perspective. Switzerland: Springer, pp.577-594.Publisher
Springer International Publishing © Springer NatureVersion
- AM (Accepted Manuscript)
Publisher statement
This is a pre-copyedited version of a contribution published in Huang, R., Takahashi, A. and da Ponte, J.P. (eds). Theory and Practice of Lesson Study in Mathematics: An International Perspective published by Springer. The definitive authenticated version is available online via https://doi.org/10.1007/978-3-030-04031-4Publication date
2019-06-14Copyright date
2019ISBN
9783030040314;9783030040307ISSN
1869-4918Publisher version
Book series
Advances in Mathematics Education;Language
- en
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