Task design and enactment: Developing in-service and prospective teachers’ didactical knowledge in lesson study
Paula Gomes 1 * , Micaela Martins 1, Marisa Quaresma 1, Joana Mata-Pereira 1, João Pedro da Ponte 1
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1 Instituto de Educação, Universidade de Lisboa, Lisboa, PORTUGAL* Corresponding Author

Abstract

Designing tasks to foster students’ learning is challenging for teachers. In this article, we aim to understand how designing, enacting, and reflecting on tasks promotes the development of in-service and prospective teachers’ didactical knowledge during lesson study. Data was collected through participant observation with audio recordings and document collection. Data analysis was based on a category system for task design and students’ work and a teachers’ didactical knowledge framework. The results suggest that, despite their different teaching experiences, there are aspects that both in-service and prospective teachers attended to when designing tasks. However, in-service teachers had clearer aims when designing tasks and changed them, after observing and reflecting on students’ work. Moreover, proposing tasks and reflecting on students’ work allowed both groups to rethink their practice to foster students’ learning, highlighting the potential of lesson study to deepen their knowledge.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2022, Volume 18, Issue 7, Article No: em2131

https://doi.org/10.29333/ejmste/12172

Publication date: 25 Jun 2022

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Article Downloads: 287

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