Abstract
This chapter is a response to the three chapters of Fermandez & Zilliox, Murata & Pothen, and Yu based on Lesson Study at pre-service teacher education. The chapter is structured around three dimensions: the way that Lesson Study has been implemented in the three studies; the prospective teachers’ learning about teaching mathematics; and the main factors that framed learning. Common approaches but also different perspectives and ways of implementation were identified. Moreover, a number of issues emerged related to the relation of theory and practice, the role of teacher educator and group collaboration. Finally, some ideas about future research and development in the context of Lesson study are discussed.
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Potari, D. (2011). Response to Part II: Emerging Issues from Lesson Study Approaches in Prospective Mathematics Teacher Education. In: Hart, L., Alston, A., Murata, A. (eds) Lesson Study Research and Practice in Mathematics Education. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-9941-9_10
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DOI: https://doi.org/10.1007/978-90-481-9941-9_10
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