Learning to teach: an investigation into pre-service biology teachers' perceptions toward lesson study

U. N. A. D. Jayanti, Mizanina Adlini
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Abstract

PurposeDespite numerous kinds of research regarding the potential of lesson study (LS) in internship and microteaching in teacher education curricula, studies examining the adaptation of LS in the lesson planning (LP) course have not been established. To fill this gap, this study aims to explore the perceptions of pre-service biology teachers of an adapted LS in the LP course toward their instructional design skills and teaching competency.Design/methodology/approachThis study opted for basic qualitative studies. The participants were eleven pre-service biology teachers in their third year who had already taken a LP course. Data were collected through semi-structured interviews. Collected data were then transcribed and thematically analyzed using grounded theory and focused on participants' perceptions about the development of their teaching competency in lesson planning through LS.FindingsThe findings revealed that participants appreciated the planning and consultation phases, teaching practice, peer observation as well as observer feedback from the reflection phase in supporting the development of their basic teaching skills. There was also a change in their perceptions related to the concept of teaching.Originality/valueThe findings of this study offer insight regarding the benefits and challenges of involving pre-service biology teacher students in the LS for biology teacher education programs with a focus on the method or LP course.
学习教学:职前生物教师对课程学习认知的调查
目的尽管有许多关于课程研究(LS)在实习和教师教育课程中的微型教学潜力的研究,但尚未建立关于LS在课程规划(LP)课程中的适应性的研究。为了填补这一空白,本研究旨在探讨在LP课程中担任适应性LS的职前生物教师对其教学设计技能和教学能力的看法。设计/方法/方法本研究选择了基本的定性研究。参与者是11位已经上过LP课程的三年级职前生物教师。数据通过半结构化访谈收集。然后将收集到的数据进行转录,并使用扎根理论进行主题分析,重点关注参与者对通过LS课程计划发展其教学能力的看法。调查结果调查结果显示,参与者对计划和咨询阶段、教学实践、同伴观察以及反思阶段的观察员反馈支持他们基本教学技能的发展表示赞赏。他们对教学概念的看法也发生了变化。原创性/价值本研究的发现提供了关于将职前生物教师学生纳入以方法或LP课程为重点的生物教师教育计划的好处和挑战的见解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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