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

Abstract

This 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.