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Publication
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| Research Title |
An exploration of approach for collaboratively plans with lesson study team in student interns’ practicum |
| Date of Distribution |
27 August 2018 |
| Conference |
| Title of the Conference |
World Association of Lesson Studies (WALS) International Conference 2017 |
| Organiser |
Nagoya University, Japan and the World Association of Lesson Studies (WALS) |
| Conference Place |
Nagoya University |
| Province/State |
Nagoya |
| Conference Date |
23 November 2017 |
| To |
26 November 2017 |
| Proceeding Paper |
| Volume |
- |
| Issue |
- |
| Page |
10 |
| Editors/edition/publisher |
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| Abstract |
Initial teacher preparation program has closely link and has a great impact for quality of teacher (Inprasitha, 2013; Sowder, 2007) Inprasitha (2010) proposed the framework for teacher education program of Mathematics Education, Khon Kaen University which immediately linked between pre-service and in-service teacher program by Lesson Study (Inprasitha, 2015). In last year of Mathematics Education program, student interns teaching practices with lesson study incorporating open approach at schools project of the students’ mathematical higher thinking development project in northeastern of Thailand, consist of lesson study team in weekly cycle (Changsri, 2012, Thinwiangthong, 2012).
The context of study was student interns’ practicum at Ubonratchathani province based on project school. There were 6 schools and 6 lesson study teams. The purpose of this study was to explore the differences in approach for collaboratively plan with lesson study teams. Target groups were 13 student-interns from Mathematics Education program, Khon Kaen University. The data collected by participant observation, group and individual interviewing. Data were analyzed using content analysis and grouping the practice for improving lesson plans through the umbrella of Lesson Study based on Inprasitha (2010).
The results of the study were as follows: there were several approaches for collaboratively plan. Participants for collaboratively plan the lesson can be classified into 3 sessions. 1) Student intern collaboratively plan with mentor teacher, 2) Student intern collaboratively plan with student interns as peers same school, 3) Student intern collaboratively plan with student interns from other schools and 4) They joined to plan the lesson at the faculty with peers and lecturers as adviser. They collaborative analysis mathematics textbook in order to identify aim of lesson and anticipate students' ideas and students' difficulty. They compared students' ideas crossed school with peer through social media such as Facebook and Skype. The mentor teachers provide information about how students' response to problem situation.
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| Peer Review Status |
มีผู้ประเมินอิสระ |
| Level of Conference |
นานาชาติ |
| Type of Proceeding |
Abstract |
| Type of Presentation |
Poster |
| Part of thesis |
true |
| Presentation awarding |
false |
| Attach file |
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| Citation |
0
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Journal Publication
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