
06649306
a
2016f.00639
Deshler, Jessica M.
Using modified lesson study with mathematics postgraduate teaching assistants.
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 1. Proceedings of the day conference, St. Patrick's College, Dublin, Ireland, February 28, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 3135 (2015).
2015
London: British Society for Research into Learning Mathematics (BSRLM)
EN
D45
university teaching
educational research
teacher education
postgraduate teaching assistants
lesson study
reflective practice
http://www.bsrlm.org.uk/IPs/ip351/BSRLMIP35106.pdf
Summary: This paper describes an effort on the part of seven postgraduate instructors, or teaching assistants (TAs), to work together to develop, implement and critique two lessons for a Calculus I course. The TAs were asked to develop lessons for a fifty minute Calculus I class on topics of their choice. As a group, the TAs decided to focus their lessons on procedural topics instead of conceptual ones. One TA was chosen at random to teach the groupdeveloped lessons during a calculus class while the other TAs observed. Upon teaching and observing each lesson, TAs were asked to provide a short reflective statement about what they saw during the lesson and about the overall experience of planning the lesson and either implementing or observing it. Their written responses were analyzed using an open and axial coding method. A preliminary analysis reveals the reflections of the TAs be focused superficially, supporting previous work on K12 preservice teacher reflective abilities. TAs can be considered preservice faculty with the same low level of reflective abilities.