Lesson study in initial teacher education: drawing conclusions from two Portuguese experiences

Please use this identifier to cite or link to this item: http://hdl.handle.net/10045/126607
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Title: Lesson study in initial teacher education: drawing conclusions from two Portuguese experiences
Authors: Martins, Micaela | da Ponte, João Pedro | Mata-Pereira, Joana
Keywords: Mathematics education | Mathematics teaching
Issue Date: 2022
Publisher: PME | Universidad de Alicante
Citation: Martins, Micaela; da Ponte, João Pedro; Mata-Pereira, Joana. “Lesson study in initial teacher education: drawing conclusions from two Portuguese experiences”. In: Fernández, Ceneida, et al. (Eds.). Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education: Alicante, Spain, 18-23 of July of 2022. Alicante: PME, 2022. Vol. 3. ISBN 978-84-1302-177-5, pp. 187-194
Abstract: This research aims to understand which situations created opportunities for prospective Mathematics teachers to develop their knowledge. Following a design-based research with two cycles, data was collected through participant observation, document collection, and individual interviews. The results show that establishing a focus on prospective teachers’ learning created opportunities to develop their knowledge through discussing empirical articles, teaching the planned lessons, and reflecting on students’ learning.
Sponsor: This work is supported by national funds through FCT – Fundação para a Ciência e Tecnologia by a grant to Micaela Martins (SFRH/BD/143869/2019).
URI: http://hdl.handle.net/10045/126607
ISBN: 978-84-1302-177-5
ISSN: 0771-100X
Language: eng
Type: info:eu-repo/semantics/conferenceObject
Rights: © 2022 left to authors
Peer Review: si
Publisher version: https://web.ua.es/pme45/
Appears in Collections:PME 45 - Proceedings - Vol. 3

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