The development of pedagogical content knowledge of prospective primary teachers in a lesson study
PurposeTo understand how lesson study (LS) can promote the development of pedagogical content knowledge (PCK) of prospective primary teachers. More specifically, to know what PCK prospective primary teachers develop during LS and how this development occurs.Design/methodology/approachFollowing a qua...
Gespeichert in:
| Veröffentlicht in: | International journal for lesson and learning studies 2023-03, Vol.12 (2), p.152-165 |
|---|---|
| Hauptverfasser: | , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 165 |
|---|---|
| container_issue | 2 |
| container_start_page | 152 |
| container_title | International journal for lesson and learning studies |
| container_volume | 12 |
| creator | Cardoso, Linda Da Ponte, João Pedro Quaresma, Marisa |
| description | PurposeTo understand how lesson study (LS) can promote the development of pedagogical content knowledge (PCK) of prospective primary teachers. More specifically, to know what PCK prospective primary teachers develop during LS and how this development occurs.Design/methodology/approachFollowing a qualitative approach, this study took place in a teacher education institution where a LS was carried out during the last semester of the academic year with the participation of two prospective teachers, a teacher educator, a cooperating teacher and a researcher.FindingsThe results suggest that prospective teachers may develop PCK when they participate in LS, regarding lesson planning (goals and lesson plan), task design, students' difficulties and solving strategies, whole-class discussions and observation of student learning. This development occurs through the engagement in LS activities that allow prospective teachers to deepen their knowledge.Originality/valueThis study investigates how the development of prospective teachers' PCK occurs during LS, providing knowledge about how different activities of the LS help develop different aspects of PCK. |
| doi_str_mv | 10.1108/IJLLS-02-2022-0027 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_eric_</sourceid><recordid>TN_cdi_eric_primary_EJ1372734</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1372734</ericid><sourcerecordid>2792187230</sourcerecordid><originalsourceid>FETCH-LOGICAL-c339t-b9c9a9512a0c74c55dc02d30fdd8f83927d3aab2954975461e5d598109ce59af3</originalsourceid><addsrcrecordid>eNptkd9LwzAQx4soOHT_gCAEfK5eLs3aPMqYujHwwfkcsuS6dXbtbLrJ_nvTbQwEn3Lkvt_78bkouuPwyDlkT-PJdPoRA8YIiDEAphdRDyEZxBkO-OU5luI66nu_AgAOKaZc9aL5bEnM0Y7KerOmqmV1zjbkzKJeFNaUzNZV231_VfVPSW5BB0FT-w3ZtthRiIu1afasJWOX1HhWVMywkryvK-bbrdvfRle5KT31T-9N9Pkymg3f4un763j4PI2tEKqN58oqoyRHAzZNrJTOAjoBuXNZngmFqRPGzFHJRKUyGXCSTqqMg7IklcnFTfRwrBvG-96Sb_Wq3jZVaKkxVcizFAUEFR5VNizhG8r1aQPNQXc49QGnBtQdTt3hDKb7o4mawp4NowkXAaNIQp6f8mtqTOn-r_nnROIXcYCBEw</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2792187230</pqid></control><display><type>article</type><title>The development of pedagogical content knowledge of prospective primary teachers in a lesson study</title><source>Emerald ejournals Premier</source><creator>Cardoso, Linda ; Da Ponte, João Pedro ; Quaresma, Marisa</creator><creatorcontrib>Cardoso, Linda ; Da Ponte, João Pedro ; Quaresma, Marisa</creatorcontrib><description>PurposeTo understand how lesson study (LS) can promote the development of pedagogical content knowledge (PCK) of prospective primary teachers. More specifically, to know what PCK prospective primary teachers develop during LS and how this development occurs.Design/methodology/approachFollowing a qualitative approach, this study took place in a teacher education institution where a LS was carried out during the last semester of the academic year with the participation of two prospective teachers, a teacher educator, a cooperating teacher and a researcher.FindingsThe results suggest that prospective teachers may develop PCK when they participate in LS, regarding lesson planning (goals and lesson plan), task design, students' difficulties and solving strategies, whole-class discussions and observation of student learning. This development occurs through the engagement in LS activities that allow prospective teachers to deepen their knowledge.Originality/valueThis study investigates how the development of prospective teachers' PCK occurs during LS, providing knowledge about how different activities of the LS help develop different aspects of PCK.</description><identifier>ISSN: 2046-8253</identifier><identifier>EISSN: 2046-8261</identifier><identifier>DOI: 10.1108/IJLLS-02-2022-0027</identifier><language>eng</language><publisher>Bingley: Emerald Publishing Limited</publisher><subject>Collaboration ; Cooperating Teachers ; Curricula ; Elementary education ; Elementary School Teachers ; Foreign Countries ; Grade 2 ; Knowledge ; Learner Engagement ; Learning ; Learning Activities ; Learning Processes ; Lesson Plans ; Mathematics ; Mathematics Education ; Mathematics Instruction ; Mathematics Teachers ; Pedagogical Content Knowledge ; Pedagogy ; Preservice Teacher Education ; Preservice Teachers ; Primary Education ; Students ; Teacher Characteristics ; Teacher education ; Teacher Educators ; Teaching ; Teaching Methods</subject><ispartof>International journal for lesson and learning studies, 2023-03, Vol.12 (2), p.152-165</ispartof><rights>Emerald Publishing Limited</rights><rights>Emerald Publishing Limited.</rights><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c339t-b9c9a9512a0c74c55dc02d30fdd8f83927d3aab2954975461e5d598109ce59af3</citedby><cites>FETCH-LOGICAL-c339t-b9c9a9512a0c74c55dc02d30fdd8f83927d3aab2954975461e5d598109ce59af3</cites><orcidid>0000-0001-6203-7616 ; 0000-0003-3661-2714 ; 0000-0002-0861-6016</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.emerald.com/insight/content/doi/10.1108/IJLLS-02-2022-0027/full/html$$EHTML$$P50$$Gemerald$$H</linktohtml><link.rule.ids>314,776,780,21675,27903,27904,53223</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1372734$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Cardoso, Linda</creatorcontrib><creatorcontrib>Da Ponte, João Pedro</creatorcontrib><creatorcontrib>Quaresma, Marisa</creatorcontrib><title>The development of pedagogical content knowledge of prospective primary teachers in a lesson study</title><title>International journal for lesson and learning studies</title><description>PurposeTo understand how lesson study (LS) can promote the development of pedagogical content knowledge (PCK) of prospective primary teachers. More specifically, to know what PCK prospective primary teachers develop during LS and how this development occurs.Design/methodology/approachFollowing a qualitative approach, this study took place in a teacher education institution where a LS was carried out during the last semester of the academic year with the participation of two prospective teachers, a teacher educator, a cooperating teacher and a researcher.FindingsThe results suggest that prospective teachers may develop PCK when they participate in LS, regarding lesson planning (goals and lesson plan), task design, students' difficulties and solving strategies, whole-class discussions and observation of student learning. This development occurs through the engagement in LS activities that allow prospective teachers to deepen their knowledge.Originality/valueThis study investigates how the development of prospective teachers' PCK occurs during LS, providing knowledge about how different activities of the LS help develop different aspects of PCK.</description><subject>Collaboration</subject><subject>Cooperating Teachers</subject><subject>Curricula</subject><subject>Elementary education</subject><subject>Elementary School Teachers</subject><subject>Foreign Countries</subject><subject>Grade 2</subject><subject>Knowledge</subject><subject>Learner Engagement</subject><subject>Learning</subject><subject>Learning Activities</subject><subject>Learning Processes</subject><subject>Lesson Plans</subject><subject>Mathematics</subject><subject>Mathematics Education</subject><subject>Mathematics Instruction</subject><subject>Mathematics Teachers</subject><subject>Pedagogical Content Knowledge</subject><subject>Pedagogy</subject><subject>Preservice Teacher Education</subject><subject>Preservice Teachers</subject><subject>Primary Education</subject><subject>Students</subject><subject>Teacher Characteristics</subject><subject>Teacher education</subject><subject>Teacher Educators</subject><subject>Teaching</subject><subject>Teaching Methods</subject><issn>2046-8253</issn><issn>2046-8261</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2023</creationdate><recordtype>article</recordtype><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNptkd9LwzAQx4soOHT_gCAEfK5eLs3aPMqYujHwwfkcsuS6dXbtbLrJ_nvTbQwEn3Lkvt_78bkouuPwyDlkT-PJdPoRA8YIiDEAphdRDyEZxBkO-OU5luI66nu_AgAOKaZc9aL5bEnM0Y7KerOmqmV1zjbkzKJeFNaUzNZV231_VfVPSW5BB0FT-w3ZtthRiIu1afasJWOX1HhWVMywkryvK-bbrdvfRle5KT31T-9N9Pkymg3f4un763j4PI2tEKqN58oqoyRHAzZNrJTOAjoBuXNZngmFqRPGzFHJRKUyGXCSTqqMg7IklcnFTfRwrBvG-96Sb_Wq3jZVaKkxVcizFAUEFR5VNizhG8r1aQPNQXc49QGnBtQdTt3hDKb7o4mawp4NowkXAaNIQp6f8mtqTOn-r_nnROIXcYCBEw</recordid><startdate>20230331</startdate><enddate>20230331</enddate><creator>Cardoso, Linda</creator><creator>Da Ponte, João Pedro</creator><creator>Quaresma, Marisa</creator><general>Emerald Publishing Limited</general><general>Emerald Group Publishing Limited</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>7XB</scope><scope>8A4</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>M0P</scope><scope>M2O</scope><scope>MBDVC</scope><scope>PADUT</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope><orcidid>https://orcid.org/0000-0001-6203-7616</orcidid><orcidid>https://orcid.org/0000-0003-3661-2714</orcidid><orcidid>https://orcid.org/0000-0002-0861-6016</orcidid></search><sort><creationdate>20230331</creationdate><title>The development of pedagogical content knowledge of prospective primary teachers in a lesson study</title><author>Cardoso, Linda ; Da Ponte, João Pedro ; Quaresma, Marisa</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c339t-b9c9a9512a0c74c55dc02d30fdd8f83927d3aab2954975461e5d598109ce59af3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2023</creationdate><topic>Collaboration</topic><topic>Cooperating Teachers</topic><topic>Curricula</topic><topic>Elementary education</topic><topic>Elementary School Teachers</topic><topic>Foreign Countries</topic><topic>Grade 2</topic><topic>Knowledge</topic><topic>Learner Engagement</topic><topic>Learning</topic><topic>Learning Activities</topic><topic>Learning Processes</topic><topic>Lesson Plans</topic><topic>Mathematics</topic><topic>Mathematics Education</topic><topic>Mathematics Instruction</topic><topic>Mathematics Teachers</topic><topic>Pedagogical Content Knowledge</topic><topic>Pedagogy</topic><topic>Preservice Teacher Education</topic><topic>Preservice Teachers</topic><topic>Primary Education</topic><topic>Students</topic><topic>Teacher Characteristics</topic><topic>Teacher education</topic><topic>Teacher Educators</topic><topic>Teaching</topic><topic>Teaching Methods</topic><toplevel>online_resources</toplevel><creatorcontrib>Cardoso, Linda</creatorcontrib><creatorcontrib>Da Ponte, João Pedro</creatorcontrib><creatorcontrib>Quaresma, Marisa</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection【Remote access available】</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Periodicals</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection (Proquest) (PQ_SDU_P3)</collection><collection>ProQuest Central</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>ProQuest Education Journals</collection><collection>Research Library</collection><collection>Research Library (Corporate)</collection><collection>Research Library China</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><jtitle>International journal for lesson and learning studies</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Cardoso, Linda</au><au>Da Ponte, João Pedro</au><au>Quaresma, Marisa</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1372734</ericid><atitle>The development of pedagogical content knowledge of prospective primary teachers in a lesson study</atitle><jtitle>International journal for lesson and learning studies</jtitle><date>2023-03-31</date><risdate>2023</risdate><volume>12</volume><issue>2</issue><spage>152</spage><epage>165</epage><pages>152-165</pages><issn>2046-8253</issn><eissn>2046-8261</eissn><abstract>PurposeTo understand how lesson study (LS) can promote the development of pedagogical content knowledge (PCK) of prospective primary teachers. More specifically, to know what PCK prospective primary teachers develop during LS and how this development occurs.Design/methodology/approachFollowing a qualitative approach, this study took place in a teacher education institution where a LS was carried out during the last semester of the academic year with the participation of two prospective teachers, a teacher educator, a cooperating teacher and a researcher.FindingsThe results suggest that prospective teachers may develop PCK when they participate in LS, regarding lesson planning (goals and lesson plan), task design, students' difficulties and solving strategies, whole-class discussions and observation of student learning. This development occurs through the engagement in LS activities that allow prospective teachers to deepen their knowledge.Originality/valueThis study investigates how the development of prospective teachers' PCK occurs during LS, providing knowledge about how different activities of the LS help develop different aspects of PCK.</abstract><cop>Bingley</cop><pub>Emerald Publishing Limited</pub><doi>10.1108/IJLLS-02-2022-0027</doi><tpages>14</tpages><orcidid>https://orcid.org/0000-0001-6203-7616</orcidid><orcidid>https://orcid.org/0000-0003-3661-2714</orcidid><orcidid>https://orcid.org/0000-0002-0861-6016</orcidid></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 2046-8253 |
| ispartof | International journal for lesson and learning studies, 2023-03, Vol.12 (2), p.152-165 |
| issn | 2046-8253 2046-8261 |
| language | eng |
| recordid | cdi_eric_primary_EJ1372734 |
| source | Emerald ejournals Premier |
| subjects | Collaboration Cooperating Teachers Curricula Elementary education Elementary School Teachers Foreign Countries Grade 2 Knowledge Learner Engagement Learning Learning Activities Learning Processes Lesson Plans Mathematics Mathematics Education Mathematics Instruction Mathematics Teachers Pedagogical Content Knowledge Pedagogy Preservice Teacher Education Preservice Teachers Primary Education Students Teacher Characteristics Teacher education Teacher Educators Teaching Teaching Methods |
| title | The development of pedagogical content knowledge of prospective primary teachers in a lesson study |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-22T14%3A55%3A59IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_eric_&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=The%20development%20of%20pedagogical%20content%20knowledge%20of%20prospective%20primary%20teachers%20in%20a%20lesson%20study&rft.jtitle=International%20journal%20for%20lesson%20and%20learning%20studies&rft.au=Cardoso,%20Linda&rft.date=2023-03-31&rft.volume=12&rft.issue=2&rft.spage=152&rft.epage=165&rft.pages=152-165&rft.issn=2046-8253&rft.eissn=2046-8261&rft_id=info:doi/10.1108/IJLLS-02-2022-0027&rft_dat=%3Cproquest_eric_%3E2792187230%3C/proquest_eric_%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2792187230&rft_id=info:pmid/&rft_ericid=EJ1372734&rfr_iscdi=true |