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  5. Developing pedagogical content knowledge in initial teacher education: Lesson study and peer assisted tutoring
 
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Developing pedagogical content knowledge in initial teacher education: Lesson study and peer assisted tutoring

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Download NiShuilleabhainMeehanSMEC2018Paper.pdf2.75 MB
Author(s)
Ní Shúilleabháin, Aoibhinn 
Meehan, Maria 
Uri
http://hdl.handle.net/10197/10483
Date Issued
26 July 2018
Date Available
16T08:08:32Z May 2019
Abstract
Learning to teach is a long-term and complex enterprise (Morris, Hiebert, & Spitzer, 2009). In their commentary on initial teacher education (ITE), Hiebert, Morris, and Glass (2003) suggest that programmes are more valuable when they support pre-service teachers to acquire the tools they will need to learn to teach, rather than focus on achieving complete and polished competencies of high-quality teaching. Peer-assisted tutoring and lesson study are models which can build pre-service teachers’ awareness of the knowledge and skills required to teach, while also providing them with tools to continue their path as life-long learners (Amador & Carter, 2018). In this paper, we will discuss the incorporation of these two models, conducted in tandem during one semester, in the third year of a concurrent, undergraduate ITE programme in Science and Mathematics. Seven pre-service teachers volunteered to participate in this research and qualitative data, generated through planning documents and weekly reflections, was analysed utilizing the Mathematical Knowledge for Teaching framework (Ball, Thames, & Phelps, 2008). Findings suggest that due to their participation in peer-assisted tutoring and lesson study, these pre-service teachers developed important skills in noticing and reflection as part of their repertoire of learning to learn to teach. Furthermore, findings suggest a development of their knowledge of content and teaching (KCT) and knowledge of content and students (KCS) over the course of the semester. This research may provide useful insight for ITE providers and teacher educators.
Type of Material
Conference Publication
Publisher
Dublin City University
Copyright (Published Version)
2018 the Authors
Keywords
  • Initial teacher educa...

  • Lesson study

  • Peer-assisted tutorin...

Web versions
https://www.dcu.ie/smec/smec-2018.shtml
Language
English
Status of Item
Not peer reviewed
Part of
8th Science and Mathematics Education Conference (SMEC)
Description
The 8th Science and Mathematics Conference (SMEC 2018), Dublin City University, Ireland, 26 June 2018
ISBN
978-1-873769-91-1
This item is made available under a Creative Commons License
https://creativecommons.org/licenses/by-nc-nd/3.0/ie/
Owning collection
Mathematics and Statistics Research Collection
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