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Advisor(s)
Abstract(s)
This study evaluates the perceptions of four pre-service teachers and one mentor teacher regarding two lesson
studies (LS) conducted in a single urban school, specifically in two 6th-grade science classes, as part of a preservice teacher practicum. One of the LS utilized the Content Representation (CoRe) as a planning tool. The
sessions were recorded, transcribed, and analyzed using inductive content analysis within an interpretative
framework. The results indicate a positive reception of the LS, with the use of CoRe being appreciated as a
valuable tool that enhanced the depth of the planning sessions.
Description
Keywords
Lesson study Initial teacher education Practicum Preservice teachers Mentors Content representation
Citation
Publisher
Elsevier