The purpose of this study was to investigate how and what teacher knowledge preservice science teachers develop in contexts of Lesson Study. In order to gain the required in-depth data, a range of qualitative methods was used. These included lesson plan analysis, reflective journal, group discussions, concept maps, and documentations. Data were collected from a group of 4th science student teachers. The data were analyzed by using Shulman's (1987) forms of teacher knowledge as an analytical framework. Preliminary findings showed that the student teachers developed different categories of teacher knowledge and raised awareness in the important of working collaboratively with their peers.
Kanyarat Sonsupap, Mahasarakham University, Thailand
Kanyarat Cojorn, Mahasarakham University, Thailand
Stream: Professional Concerns, Training and Development
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