Analysis of Lesson Study with the approach of reflective teacher training in the curriculum of Farhangian University and presenting its conceptual model

Document Type : Original Article

Authors

1 . Ph.D. of Curriculum Studies at Isfahan University. Isfahan. Iran

2 . Assistant Professor of Educational Psychology. Department of Educational Sciences. farhangian University. Tehran. Iran.

Abstract

The development of teachers' profession as a continuous activity depends more than anything on the active and spontaneous presence of the teacher. Farhangian University, which has made the training of reflective teachers its most fundamental goal, has paid much attention to reflection, tools and methods of cultivating it by fundamentally revising the internship program. Therefore, the purpose of the present qualitative research was to "analyze the Lesson Study with a reflective teacher training approach in the curriculum of Farhangian University and present its conceptual model." Therefore, semi-structured interviews were conducted with 30 teacherstudents and 15 professors of Farhangian University. The transcripts of the interviews were encoded in MAX.QDA 2010 software and analyzed by the method proposed by Krippendorff (2013).
Analysis findings during three stages of open, axial and selective coding in the form of a conceptual model, focusing on the main category of "research with a thought-provoking approach", causal conditions (curriculum logic and its components), contextual conditions (university, Ministry of Education and affiliated departments, Schools, mediated conditions (individual characteristics of teachers, mentors and student teachers, social and organizational factors), strategies (comprehensive and comprehensive planning of the university and the Ministry of Education) and outcomes (professional growth). Lesson Study, as one of the specialized and mandatory courses of Farhangian University curriculum, are important for the growth of the student-teacher profession from the two aspects of "teamwork training" and "training and practice to solve classroom progress problems". These results are obtained if the extent of the optimal performance of the research course has always been investigated so that the study of its consequences can be a way for more curriculum planners to train the teacher of thought. The present findings can be used as a conceptual framework for designing and formulating appropriate training conditions for thought-provoking teachers based on the study cycle.

Keywords

References

احمدی، آ. الهامیان، ن. (1399). بررسی برنامه درسی کارورزی با رویکرد تربیت معلم فکور از منظر استادان دانشگاه فرهنگیان. فصلنامه پژوهش در تربیت معلم، 3(2)، 37-9.
اساسنامة دانشگاه فرهنگیان. (1391). معاونت آموزشی و پژوهشی. نشر دانشگاه فرهنگیان.
امام جمعه، م؛ و مهرمحمدی، م. (1385). نقد و بررسی تدریس فکورانه به‌منظور ارائه برنامه درسی تربیت معلم فکور. فصلنامه مطالعات برنامه درسی، 1(3)، 66- 30.
بازرگان، ع. (1387). مقدمه‌ای بر روش تحقیق کیفی و ترکیبی. رویکردهای رایج در علوم رفتاری. نشر دیدار.
برنامه درسی دوره ابتدایی مقطع کارشناسی دانشگاه فرهنگیان. (1395). دانشگاه فرهنگیان.
ساکی، ر .(1394). درس‌پژوهی. دانشنامه ایرانی برنامه درسی. محور6، اجرای برنامه درسی.
سرکارآرانی، م. (1390). درس‌پژوهی الگویی برای بهسازی گفتمان ریاضی در کلاس درس: مطالعه موردی درس ریاضی دبیرستان فوکی شیما. فصلنامه تعلیم و تربیت، 27(105)،61- 35.
کار، د. (1382). آیا آموزش یک مهارت است؟، (ه. فردانش، مترجم). دانشگاه تربیت مدرس. (سال اصلی چاپ 1990).
مولائی‌نژاد، ا؛ و ذکاوتی، ع. (1387). بررسی تطبیقی نظام برنامه درسی تربیت معلم در کشورهای انگلستان، ژاپن، فرانسه، مالزی و ایران. فصلنامه نوآوری‌های آموزشی، 7(26)، 62-35.
وزارت آموزش‌وپرورش. (1390). سند تحول بنیادین آموزش‌وپرورش. وزارت آموزش‌وپرورش، شورای عالی انقلاب فرهنگی و شورای عالی آموزش‌وپرورش.
 
Ali, T. (2011). Understanding how practice of teacher education in Pakistan compare with popular. Theories and Narrative of reform of teacher education in international context. International Journal of humanities and social science, 1(8), 208-222.
Ambrose, S., Bridges, M., DiPietro, M., Lovett, M., & Norman, M. (2010). How Learning Works: Seven Research-Based Principles for Smart Teaching, John Wiley& sons, Inc.
Aspland, T. (2006). Changing patterns of teacher education in Australia. Education research and perspectives, 33(2), 140-162.
Beninghof, A.M. (2015). To Clone or Not To Clone? Educational Leadership, 73(4), 10-15.
Carr, D. (1992). Practical Enquiry, Values and the Problems of Educational Theory. Oxford Review of Education, 18(3), 241-251.
Cerbin, W., & Kopp, B. (2006). Lesson study as a model for building pedagogical knowledge and improving teaching. International Journal of Teaching and Learning in Higher Education, 18(3), 250-257.
Cochran-Smith, M. (1991). Learning to teach against the grain. Harvard Educational Review, 61(3), 279–310.
Dana, N. F., & Yendal-Silva, D. (2003). The reflective educator’s guide to classroom research. Thousand Oaks, CA: Corwin.
Einser, E. (1994). The Educational imagination. 2ed. Stanford University.
Fernandez, C., Cannon, J., & Chokshi, S. (2003). A US–Japan lesson Collaboration Reveals Critical Lenses for Examining Practice. Teaching and Teacher Education, 19(2), 85-171.
Fernandez, C., & Yoshida, M. (2009). Lesson Study: A Japanese Approach to Improving Mathematics Teaching and Learning, New York: Routledge.
Fink, S., Markholt, A., & Bransford, J. (2011). Leading for Instructional Improvement: How Successful Leaders Develop Teaching and Learning Expertise. John Willey & Sons Inc.
 Fuji, T. (2013). The Critical Role of Task Design in Lesson Study,Tokyo Gakugei University, Tokyo,JAPAN, ICMI Study 22: Task Design in Mathematics Education ,July 2013.
Groga, M. (Editor). (2103). Educational Leadership, John Willey&Sons Inc.
Guskey, T., (2009). Closing the knowledge gap on effective professional development. Educational Horizons, 87(4), 224-233.
Hiebert, J., & Morris, A. K. (2012). Teaching, rather than teachers, as a path toward improving classroom instruction. Journal of Teacher Education, 63(2), 92-102.
Inprasitha, M.; Changsri, N., & Premprayoon, K. (2012). Lesson study based professional development: A case study of school project in Thailand. 36th Conference of the International Group for the Psychology of Mathematics Education. PME36, Taipei – Taiwan, July 18-22, 2012.
Johnson, K. E., & Golombek, P. R. (2002). Teacher’s narrative inquiry as professional development. Cambridge University press.
Krippendorff, K. (2013). Content Analysis. An Introduction to Its Methodology (3rdEd). California, CA: Sage Publications.
Lewis, C., (2006). Lesson study in North America: Progress and challenges. Available from: http://www.lesson research. Net/res.h tml.
Lewis, C., Perry, R., Friedkin, Sh., & Roth. J. (2012). Improving Teaching Does ImproveTeachers: Evidence from Lesson Study, Journal of Teacher Education, 63(5),368-375.
Mattsson, M., Eilertsen, T. V. & Rorrison, D. (2011). What is Practice in Teacher Education? In M. Mattson, T. V. Eilertsen & D. Rorrison (Eds.), A Practicum Turn in Teacher Education. Rotterdam: Sense Publishers.
Pollard, A., Collins, J., Simco, N., Swaffield, S., Warin, J., & Warwick, P. (2002). Reflective Teaching: Effective and Evidence-Informed Professional Practice. UK: Continuum. URL: http://ecampus.com/book/0826451179
Saito, E.; Hawe, P.; Hadiprawiroc, S. & Empedhe, S. (2008). Initiating Education Reform through Lesson Study at a University in Indonesia, Educational Action Research, 16(3), 391-406.
Sarkar Arani, M. R., & Fukaya, T. (2009). Learning beyond Boundaries: Japanese Teachers Learning to Reflect and Reflecting to Learn, Child Research Net, available at http://www.childresearch.net/RESOURCE/RESEARCH/2009/ARANI.HTM
Schon, D. (1983). The reflective practitioner: How professionals think in action. New York: basic Books.
Schon, D.A. (1987). Educating the Reflective Practitioner: Toward a New Design for Teaching and learning in the Professions, Sanfrancisco: Jossey bass.
Smith, R. R. (2008). Lesson study: Professional development for empowering teachers and improving classroom practice. Dissertation submitted to the department of educational leadership and policy studies in partial fulfillment of the Florida State University.
Stigler, J.W. & Hiebert, J. (2009). The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom, (Update Edition), New York: Free Press.
Stigler, J. & Hibbert, J. (1999). Educational Gap: The best ideas from teachers around the world to improve classroom instruction. New York: The Free Press.
West, C. (2011). Action Research as a Professional Development Activity, Arts Education Policy Review, 112(2), 89–94.
Zahoric, J. A. (1987). Teaching: Rules, Research, Beauty and Creation, Journal of Curriculum and Supervision, 2(3), 275-284.

Files

History

  • Receive Date: 24 November 2021
  • Revise Date: 09 January 2022
  • Accept Date: 02 February 2022

Share

How to cite

Statistics