NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1127641
Record Type: Journal
Publication Date: 2014
Pages: 9
Abstractor: As Provided
ISSN: ISSN-2159-0281
The Impact of Using Lesson Study with Pre-Service Mathematics Teachers
Mostofo, Jameel
Journal of Instructional Research, v3 p55-63 2014
This study examines the effects of using Lesson Study with pre-service secondary mathematics teachers as they moved from the methods classroom to the field experience classroom (practicum). The participants were pre-service teachers who were enrolled in a mathematics methods course in an undergraduate teacher preparation program at a private university. Lesson Study engaged the pre-service teachers in collaboratively crafting lessons, as well as field testing, revising, and re-teaching the lessons in their field placement classroom. Data were collected from weekly reflections and summative interviews of the pre-service teachers. The findings indicate that Lesson Study for pre-service teachers was an effective methodology for enhancing the efficacy of pre-service teachers due to the collaborative nature of the process, the practice teaching opportunities, and the observation of others' teaching. The pre-service teachers successfully transitioned from teaching in the methods classroom to their field experience classroom which enhanced their confidence as they entered student teaching.
Center for Innovation in Research and Teaching at Grand Canyon University. 3300 West Camelback Road, Phoenix, AZ 85017. Tel: 602-639-6729; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A