Seino-Foster2021_Article_AnalysisOfTheFinalCommentsProv.pdf (955.91 kB)
Analysis of the final comments provided by a knowledgeable other in lesson study
journal contribution
posted on 2020-06-08, 08:01 authored by Tatsuhiko Seino, Colin FosterColin FosterLesson study has been implemented in schools around the world as a method of professional development for teachers. Lesson study consists of five steps, among which the “Research Lesson” and “Post-lesson Discussion” are central. During the Post-lesson Discussion, after the teacher has commented on the lesson, all of the observers discuss the lesson, and the “knowledgeable other” (koshi), a specially invited expert, provides final comments. The quality of these final comments is critical to the learning of the lesson-study participants, and, consequently, the koshi plays an extremely important role. However, few studies have examined the nature and structure of the final comments that koshis provide. This study analyzed the final comments made in three elementary-school research lessons in Japan by a highly distinguished university mathematics educator with considerable teaching experience and an outstanding reputation as a koshi. We found that his final comments clustered into seven categories, which we named: (1) considering the didactical value of mathematical content; (2) use of representations; (3) fostering positive attitudes to learning; (4) incorporating students’ ideas into whole-class discussions; (5) giving attention to what students write down; (6) giving attention to the content of the board-work; and (7) teacher growth through reflection. These categories provide insight into the nature of final comments that are regarded as being particularly useful and may form the basis for less-experienced koshis to structure their final comments in lesson study.
Funding
Exploring socially distributed professional knowledge for coherent curriculum design : ES/S014292/1
Japan Society for the Promotion of Science KAKENHI (Grant Numbers JP16K21022, JP17K00956 and 24300268)
Economic and Social Research Council (Grant Number ES/S014292/1)
History
School
- Science
Department
- Mathematics Education Centre
Published in
Journal of Mathematics Teacher EducationVolume
24Issue
5Pages
507-528Publisher
Springer (part of Springer Nature)Version
- VoR (Version of Record)
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© The AuthorsPublisher statement
This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.Acceptance date
2020-06-05Publication date
2020-06-23Copyright date
2020ISSN
1386-4416eISSN
1573-1820Publisher version
Language
- en
Depositor
Dr Colin Foster. Deposit date: 5 June 2020Usage metrics
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