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Lesson study as a trigger for preservice physics and chemistry teachers’ learning about inquiry tasks and classroom communication

Teresa Conceição (Instituto de Educação, Universidade de Lisboa, Lisboa, Portugal)
Mónica Baptista (Instituto de Educação, Universidade de Lisboa, Lisboa, Portugal)
João Pedro da Ponte (Instituto de Educação, Universidade de Lisboa, Lisboa, Portugal)

International Journal for Lesson and Learning Studies

ISSN: 2046-8253

Article publication date: 4 January 2019

Issue publication date: 11 February 2019

312

Abstract

Purpose

The purpose of this paper is to understand what physics and chemistry preservice teachers learn on the nature of the inquiry tasks and about classroom communication in an inquiry task when they take part in a lesson study.

Design/methodology/approach

This is a qualitative and interpretive research which was carried out within a master’s degree course in physics and chemistry teaching with three preservice teachers. Data were collected from participant observation with video recording, interviews, written reflections and group report by the preservice teachers. This two-cycle lesson study was conducted over 12 sessions. The data analysis took place through asking questions and using the constant comparison method, which allowed the identification of the most relevant issues about the preservice teachers learning according to the categories nature of the inquiry tasks and communication promoted by the teacher.

Findings

The results show that the preservice teachers learnt to identify the characteristics of inquiry tasks, how to develop an inquiry task when planning the research lesson and acknowledged its potential for student learning. Moreover, the preservice teachers acknowledged the fact that the classroom communication promoted by the teacher fostered student participation, negotiation of meanings about scientific concepts and construction of new learning that can be shared within the class.

Research limitations/implications

Research is needed as regards how initial teacher education providers may contribute to the learning of preservice teachers in lesson study in initial teacher education programmes.

Originality/value

This research contributes to show potentialities of lesson study in the initial teacher education of preservice physics and chemistry teachers.

Keywords

Acknowledgements

Teresa Conceição is supported in her doctoral work by a PhD grant awarded by the University of Lisbon (Application Code, C0885p since 2016).

Citation

Conceição, T., Baptista, M. and da Ponte, J.P. (2019), "Lesson study as a trigger for preservice physics and chemistry teachers’ learning about inquiry tasks and classroom communication", International Journal for Lesson and Learning Studies, Vol. 8 No. 1, pp. 79-96. https://doi.org/10.1108/IJLLS-11-2018-0081

Publisher

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Emerald Publishing Limited

Copyright © 2019, Emerald Publishing Limited

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