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Analyzing prospective mathematics teachers' development of teaching practices in mathematics: A lesson study approach

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dc.contributor.authorIncikabi L., Kacar A.
dc.date.accessioned2023-05-09T20:30:56Z
dc.date.available2023-05-09T20:30:56Z
dc.date.issued2016-08-18
dc.description.abstractThis study analyzed the changes in mathematics teacher candidates' teaching processes in terms of content of lesson plan, pedagogy aspects, and classroom management based on the evaluations of the experts, peers, and their own. The results indicated that experts, peer, and self-evaluation of the teaching processes signaled positive changes in teacher candidates' pedagogical content knowledge in mathematics after the lesson study process. Further, the study also demonstrates that teacher candidates acknowledged lesson study as a tool for providing slight improvement in teaching practices while experts and peers provided evidence for impressive improvements in teaching experiences.
dc.identifier.doi10.4018/978-1-5225-0892-2.ch011
dc.identifier.isbn9781522508939
dc.identifier.scopus2-s2.0-85016055762
dc.identifier.urihttps://hdl.handle.net/20.500.12597/15149
dc.relation.ispartofHandbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development
dc.rightsfalse
dc.titleAnalyzing prospective mathematics teachers' development of teaching practices in mathematics: A lesson study approach
dc.typeBook Chapter
dspace.entity.typePublication
relation.isScopusOfPublicationc59c7391-8a95-4096-80d9-85a37af921c8
relation.isScopusOfPublication.latestForDiscoveryc59c7391-8a95-4096-80d9-85a37af921c8

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