Learning to observe mathematical learning in lesson studies

Klaus Rasmussen; Camilla Hellsten Østergaard; Kristian Kildemoes Foss; Morten Korf Madsen; Kira Nielsen-Elkjær

Learning to observe mathematical learning in lesson studies

Bidragets oversatte titel: At lære at observere matematisk læring gennem Lektionsstudier

Klaus Rasmussen, Camilla Hellsten Østergaard, Kristian Kildemoes Foss, Morten Korf Madsen, Kira Nielsen-Elkjær

Publikation: Konferencebidrag uden forlag/tidsskrift › Poster › Forskning › peer review

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Abstract

This poster deals with lesson study (LS) in pre-service teacher education. In particular how to prepare for, carry out, and reflect upon, observations of pupil learning. Observation is of crucial importance to the lesson study process, and here we present a study of observation features which enable or hinder fruitful lesson study. While substantial research has been carried out in the general field of bserving pupils’ learning processes and teachers’ pedagogical practice, little is known about this in the particular setting of lesson study.

Bidragets oversatte titel	At lære at observere matematisk læring gennem Lektionsstudier
Originalsprog	Engelsk
Publikationsdato	okt. 2016
Antal sider	1
Status	Udgivet - okt. 2016

Emneord

Læring, pædagogik og undervisning

Adgang til dokumentet

Learning to observeLS_ETC3_a0_press_KRForlagets udgivne version, 2,59 MBLicens: Andet

Citationsformater

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AU - Nielsen-Elkjær, Kira

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N2 - This poster deals with lesson study (LS) in pre-service teacher education. In particular how to prepare for, carry out, and reflect upon, observations of pupil learning. Observation is of crucial importance to the lesson study process, and here we present a study of observation features which enable or hinder fruitful lesson study. While substantial research has been carried out in the general field of bserving pupils’ learning processes and teachers’ pedagogical practice, little is known about this in the particular setting of lesson study.

AB - This poster deals with lesson study (LS) in pre-service teacher education. In particular how to prepare for, carry out, and reflect upon, observations of pupil learning. Observation is of crucial importance to the lesson study process, and here we present a study of observation features which enable or hinder fruitful lesson study. While substantial research has been carried out in the general field of bserving pupils’ learning processes and teachers’ pedagogical practice, little is known about this in the particular setting of lesson study.

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