THE EFFECT OF LESSON STUDY GUIDELINES ON PEDAGOGICAL CONTENT KNOWLEDGE OF PRE-SERVICE TEACHERS
DOI:
https://doi.org/10.14456/nrru-rdi.2021.4Keywords:
Lesson study, Pedagogical content knowledge (PCK), Pre-service teachersAbstract
This research aimed to study the pedagogical content knowledge of pre-service teachers who learned with and without lesson study guidelines. The sample consisted of six fifth-year pre-service teachers who were selected by purposive sampling. Three methods of data collection were used: 1) A lesson plan analysis which achieved a high level of content validity index; 2) A teaching observation form which also had a high level of content validity; and 3) Two semi-structured interviews for pre-service teachers and their mentors, both of which had high content validity indices. The major research findings were:
1. In the first semester, the pedagogical content knowledge (PCK) of the pre-service teachers who learned with a lesson study guideline was incomplete. They had a limited knowledge of every component. The pre-service teachers’ understanding of PCK was developed in their teacher professional subject. In the second semester, their PCK had developed more practically. The exchanges with colleagues in accordance with the lesson study guidelines supported them in applying their PCK to the classroom. Consequently, there were fewer restrictions in every element of PCK.
2. The pedagogical content knowledge (PCK) of the pre-service teachers who did not learn with the aid of lesson study guidelines in both semesters was not different. There were limitations in every component of PCK in both semesters. Their PCK was based on their own previous experiences which was quite limited and not enough to be applied into the classroom.
References
Cojorn, K. (2016). LESSON STUDY: THE STRATEGY TO ENHANCE CRITICAL THINKING ABILITY OF PRE-SERVICE TEACHER. Journal of Education Naresuan University, 18(1), 218-229. (In Thai)
Cojorn, K. (2017). Enhancing the Critical Thinking and Collaborative Problem Solving Ability of Pre-service Teacher through a Lesson Study Guideline. Veridian E-Journal Silpakorn University, Humanities, Social Sciences, and Arts, 10(3), 170-185. (In Thai)
Faikhamta, C. (2012). Pedagogical Content Knowledge for Teaching Nature of Science). KKU Research Journal, 2(2), 232-259. (In Thai)
Faikhamta, C. (2012). Pedagogical Content Knowledge for Teaching Science Teachers: Current Issues for Science Teacher Educators. Journal of Education Prince of Songkla University, 23(2), 2-19. (In Thai)
Triwaranyu, C. (2009). Lesson Study: New alternatives for teaching and learning development. Journal of Education Studies, 37(3), 131-149. (In Thai)
Inprasitha, N. (2009). Lesson Study: An Innovation for Professional Reform. Journal of Education Khon Kaen University, 32(2), 12-21. (In Thai)
Woranetsudathip, N. (2011). Lesson study: A New Concept for Teacher Professional Development. KKU Research Journal, 1(2), 86-99. (In Thai)
Office of National Economic and Social Development Council. (2016).The Twelve National Economic and Social Development Plan (2017-2021). Bangkok : Office of the Prime Minister. (In Thai)
Meyer, R. D., & and Wilkerson, T. L. (2011). Lesson Study: The Impact on Teachers’ Knowledge for Teaching Mathematics: Book chapter of Lesson Study Research and Practice in Mathematics Education. Springer : Netherlands.
Shulman, L. S. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1-22.
Sims, L., & Walsh, D. (2009). Lesson Study with preservice teachers: Lessons from lessons. Teaching and Teacher Education, 25(5), 724-733.
