Noticing as reasoning in Lesson Study teams in initial teacher education

نویسندگان

چکیده

In the current study on noticing as reasoning of Lesson Study (LS)-teams in initial teacher education (ITE), we analyzed two mixed LS-teams set up about pupils' subject-related learning of. Both teams consisted a student and experienced teachers. paid more attention to identification (describing pupils‘ behavior) planning elements (considering deciding how act) than interpretation (determining explaining pupils’ problems with learning). They differed extent which they considered plans provided continuity their reasoning. Stimulating meaningful reflection may help further develop among ITE.

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ژورنال

عنوان ژورنال: Teaching and Teacher Education

سال: 2022

ISSN: ['1879-2480', '0742-051X']

DOI: https://doi.org/10.1016/j.tate.2022.103656