The development of future teachers' knowledge about collective discussions during class study
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Abstract
This article aims to understand how lesson study can promote the development of prospective primary teachers' knowledge about whole-class discussions. This qualitative study took place in the final year of the course at a teacher education institution. Two prospective teachers, one teacher educator, one cooperating teacher, and the researcher participated in the lesson study. The results indicate that the prospective teachers developed knowledge about preparing and conducting whole-class discussion during the lesson study. Contributing to this development were group planning and discussion, reflection on the difficulties they experienced and observed, and the discussion of strategies for improvement.
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