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Tradition and Innovation in Education

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Edited By Airi Liimets, Marika Veisson, Pertti Kansanen and Edgar Krull

«Tradition and Innovation in Education» presents a number of articles that deal with topics as varied as outdoor education in Estonian kindergartens, student teacher lesson analysis skills, activities that bridge the theory-practice gap and the identity of academics in a changing university environment. In the light of PISA they also discuss how student awareness and the choice of different learning strategies explains the variation in reading proficiency. A user experience evaluation system is offered for pupils with profound intellectual and multiple disabilities, while living, learning and discovery learning is presented as an approach to violin studies for beginners. The volume takes a new look at creativity as being discussed too much and losing its meaning.
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One Approach to Developing Student Teacher Lesson Analysis Skills

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Abstract

This study is aimed at analyzing ways and options for developing student teacher lesson analysis skills by practicing these skills in training seminars. Conceptually, it is based on two former studies. One of these revealed, firstly, that teachers’ comments on videotaped lessons can be more reliably categorized and identified if they are defined in terms of lesson events in Gagné’s model of the instructional unit; and, secondly, the comments of expert teachers are more relevant and numerous than those of the student teachers (Krull, Oras, & Sisask, 2007). Our second study (Krull, Oras, & Pikksaar, 2010) proved that experimental training in lesson analysis skills during the teaching practice imposes positive developments in student teacher skills in comparison with the progress of these skills in students implementing conventional tasks in their teaching practice. The present study focuses on exploring lesson analysis reports produced by 12 student teachers in their training sessions, which were not inspected during the previous studies. The training sessions consisted of three classes in which the student teachers practiced analyzing video-recorded lessons. The qualitative content analysis of the lesson analysis reports revealed many changes in the students’ perception of relevant lesson events and offers methods for increasing the effectiveness of guided lesson analysis training.

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