12Dec 2017

TRAINEE TEACHERS FEEDBACK AND REFLECTION ON MATH LESSON STUDY.

  • Lecturer in Education, School of Education, College of Humanities & Education, Fiji National University.
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The research presented in this paper offers a methodological approach to the analysis of trainee teachers? professional development by collaborative feedback and reflections. Collaborative feedback or reflections are professional development meetings in which trainee teachers enrolled in EDU 673 Mathematics Education II observe and discuss recordings or pictures from talking with their pupils. This present an example of collaborative reflection based on Lesson Study between trainee teacher and other trainee teachers who imitate to participate as Primary school mathematics learners. Investigating the case knowledge participants? construct in Lesson Study can further our understanding of how trainee teachers interact to influence one another?s learning. This paper will also discuss how participants make inferences about the events they noticed and how they use pictures and videos as evidence for their interpretations.

  1. Ball, D. L., & Cohen, D. K. 1999. Developing practice, developing practitioners. In G. Sykes & L. Darling-Hammond (Eds.), Teaching as the Learning Profession:Handbook of Policy and Practice (pp. 3-32). San Francisco: Jossey Bass.
  2. Little, J. W, 2002. Locating learning in teachers? communities of practice: Opening up problems of analysis in records of everyday work. Teaching and TeacherEducation, 18(8), 917-946.
  3. Masami Isoda, 2010 Elementary School Teaching Guide for the Japanese: Course of Study: Mathematics (Grade 1~6) with the English translation on the opposite page: University of Tsukuba
  4. Ministry of Education in Fiji, 1996. Mathematics Prescription: Classes 1~6: Curriculum Development Unit SUVA, FIJI.

[Ravinesh Prasad. (2017); TRAINEE TEACHERS FEEDBACK AND REFLECTION ON MATH LESSON STUDY. Int. J. of Adv. Res. 5 (Dec). 237-242] (ISSN 2320-5407). www.journalijar.com

Ravinesh Prasad
Fiji National University

DOI:

Article DOI: 10.21474/IJAR01/5959      
DOI URL: http://dx.doi.org/10.21474/IJAR01/5959

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