Matematik eğitimi araştırmaları bağlamında yeni bir yaklaşım: Ders imecesi

Gamze Kurt Birel

EN TR

A new approach in the context of mathematics education research: Lesson study

Öz

This article review investigates the lesson study as a new method which could be used in mathematics education research with an aim of professional development of inservice or preservice teachers, especially. Lesson study has such an importance in teacher education that it provides teachers’ professional development, it improves knowledge levels of inservice or preservice teachers which they need for teaching while enriching the interaction among the participants of a lesson study group, and provides also an improvement in teaching artifacts (lesson plans, etc). Being originated in Japan teacher education, lesson study has internationally attracted notice and it is one of the research methods which researchers often use in their studies. This article review also revealed its relations with teaching experiments while making comparisons.

Anahtar Kelimeler

lesson study,mathematics education,teacher education

Kaynakça

Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: what makes it special? Journal of Teacher Education, 59(5), 389–407.
Bruce, C. D., & Ladky, M. S. (2011). What’s going on backstage? Revealing the work of Lesson Study with Mathematics Teachers. In Lesson study research and practice in mathematics education (pp. 243-249). Springer Netherlands.
Cavin, R. M. (2007). Developing technological pedagogical content knowledge in preservice teachers through microteaching lesson study. Unpublished doctoral dissertation. The Florida State University.
Doig, B., & Groves, S. (2011). Japanese lesson study: Teacher professional development through communities of inquiry. Mathematics Teacher Education and Development, 13(1), 77-93.
Fernandez, C. (2002). Learning from Japanese approaches to professional development: The case of lesson study. Journal of Teacher Education, 53(5), 393-405.
Fernandez, C. (2005). Lesson study: A means for elementary teachers to develop the knowledge of mathematics needed for reform-minded teaching? Mathematical thinking and learning, 7(4), 265-289.
Fernandez, C., & Yoshida, M. (2004). Lesson study: A case of a Japanese approach to improving instruction through school-based teacher development. Mahwah: Lawrence Erlbaum.
Fernandez, M. L., & Zilliox, J. (2011). Investigating approaches to lesson study in prospective mathematics teacher education. In Lesson study research and practice in mathematics education (pp. 85-102). Springer Netherlands.

Fernández, M. L. (2005). Learning through microteaching lesson study in teacher preparation. Action in Teacher Education, 26(4), 37-47.
Fernández, M. L. (2010). Investigating how and what prospective teachers learn through microteaching lesson study. Teaching and Teacher Education, 26(2), 351–562.
Fernández, M. L., & Robinson, M. (2007). Prospective teachers’ perspectives on microteaching lesson study. Education, 127(2), 203–215.
Hiebert, J., Gallimore, R., & Stigler, J. W. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one? Educational researcher, 31(5), 3-15.
Ingvarson, L., Beavis, H., Bishop, A. J., Peck, R., & Elsworth, G. (2004). Investigation of effective mathematics teaching and learning in Australian secondary schools. Canberra, ACT: Australian Government Department of Education, Science and Training.
Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152.
Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology (Eds.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-30). New York: Routledge.
Kurt, G. (2016). Technological pedagogical content knowledge (TPACK) development of preservice middle school mathematics teachers in statistics teaching: A microteaching lesson study. Unpublished doctoral dissertation. Middle East Technical University, Ankara.
Leavy, A. (2014). Looking at practice: revealing the knowledge demands of teaching data handling in the primary classroom. Mathematics Education Research Journal, 1-27.
Lewis, C. (2000). Lesson Study: The Core of Japanese Professional Development. Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).
Lewis, C. (2009). What is the nature of knowledge development in lesson study? Educational action research, 17(1), 95-110.
Lewis, C., Perry, R., & Murata, A. (2006). How should research contribute to instructional improvement? The case of lesson study. Educational researcher, 35(3), 3-14.
Lewis, C., & Tsuchida, I. (1998). A lesson is like a swiftly flowing river: Research lessons and the improvement of Japanese education. American Educator, (Winter), 14–17, 50–52.
Murata, A., & Pothen, B. E. (2011). Lesson study in preservice elementary mathematics methods courses: Connecting emerging practice and understanding. In Lesson study research and practice in mathematics education (pp. 103-116). Springer Netherlands.
Murata, A. & Takahashi, A. (2002). District-level lesson study: How Japanese teachers improve their teaching of elementary mathematics. Paper presented at a research pre-session of the annual meeting of the National Council of Teachers of Mathematics, Las Vegas, NV, USA.
Murata, A., Lewis, C., & Perry, R. (2004). Teacher learning and lesson study: Developing efficacy through experiencing student learning. In D. McDougall. (Ed.), Proceedings of the twenty-sixth annual meeting of North American chapter of the international group of the Psychology of Mathematics Education (pp. 985–992). Columbus: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
Murata, A. (2011). Introduction: Conceptual overview of lesson study. In Lesson study research and practice in mathematics education (pp. 1-12). Springer Netherlands.
Royce, C. (2010). A revolutionary model of professional development. Science Scope, 34(3), 6.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
Stigler, J.W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York, NY: Free Press.

Ayrıntılar

Birincil Dil

Türkçe

Konular

Eğitim Üzerine Çalışmalar

Bölüm

Derleme

Yazarlar

Gamze Kurt Birel
MERSİN ÜNİVERSİTESİ
0000-0002-4976-5069
Türkiye

Yayımlanma Tarihi

27 Aralık 2017

Gönderilme Tarihi

14 Ekim 2017

Kabul Tarihi

22 Aralık 2017

Yayımlandığı Sayı

Yıl 2017 Cilt: 1 Sayı: 1

IZ

https://izlik.org/JA84DA48LZ

Kaynak Göster

RIS / Bibtex

APA

Kurt Birel, G. (2017). Matematik eğitimi araştırmaları bağlamında yeni bir yaklaşım: Ders imecesi. Studies in Educational Research and Development, 1(1), 60-82. https://izlik.org/JA84DA48LZ

AMA

1.Kurt Birel G. Matematik eğitimi araştırmaları bağlamında yeni bir yaklaşım: Ders imecesi. SERD. 2017;1(1):60-82. https://izlik.org/JA84DA48LZ

Chicago

Kurt Birel, Gamze. 2017. “Matematik eğitimi araştırmaları bağlamında yeni bir yaklaşım: Ders imecesi”. Studies in Educational Research and Development 1 (1): 60-82. https://izlik.org/JA84DA48LZ.

EndNote

Kurt Birel G (01 Aralık 2017) Matematik eğitimi araştırmaları bağlamında yeni bir yaklaşım: Ders imecesi. Studies in Educational Research and Development 1 1 60–82.

IEEE

[1]G. Kurt Birel, “Matematik eğitimi araştırmaları bağlamında yeni bir yaklaşım: Ders imecesi”, SERD, c. 1, sy 1, ss. 60–82, Ara. 2017, [çevrimiçi]. Erişim adresi: https://izlik.org/JA84DA48LZ

ISNAD

Kurt Birel, Gamze. “Matematik eğitimi araştırmaları bağlamında yeni bir yaklaşım: Ders imecesi”. Studies in Educational Research and Development 1/1 (01 Aralık 2017): 60-82. https://izlik.org/JA84DA48LZ.

JAMA

1.Kurt Birel G. Matematik eğitimi araştırmaları bağlamında yeni bir yaklaşım: Ders imecesi. SERD. 2017;1:60–82.

MLA

Kurt Birel, Gamze. “Matematik eğitimi araştırmaları bağlamında yeni bir yaklaşım: Ders imecesi”. Studies in Educational Research and Development, c. 1, sy 1, Aralık 2017, ss. 60-82, https://izlik.org/JA84DA48LZ.

Vancouver

1.Gamze Kurt Birel. Matematik eğitimi araştırmaları bağlamında yeni bir yaklaşım: Ders imecesi. SERD [Internet]. 01 Aralık 2017;1(1):60-82. Erişim adresi: https://izlik.org/JA84DA48LZ