One Approach to Developing Student Teacher Lesson Analysis Skills
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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