PhD defence by Levi Esteban Elipane

The Department of Science Education announces the public defence of the Phd-dissertation  

Integrating the essential elements of lesson study in pre-service mathematics teacher education 

by Levi Esteban Elipane.

The defence is followed by a reception hosted by the department. Please contact study secretary Nadja Nordmaj if any questions regarding the arrangement.

Time: 10.15-13.15 

Place: Palaver Hall, Department of Science Education, Øster Voldgade 3.

Assessment committee: 

• Associate professor Robert Evans (Chair), Department of Science Education
• Professor Marianna Bosch, Universita Ramon Llull, Barcelona, Spain 
• Associate professor Bettina Dahl, Aalborg University

Short abstract of the thesis

This study explored how integrating the essential elements of Lesson Study as a
powerful intervention in the pre-service mathematics teacher education contributes to
prospective teachers’ facility in realizing their theoretical knowledge in the actual
practice of teaching. Whereas Lesson study is widely being performed in in-service
mathematics teacher education, this investigation sought to explore practices in
Japanese pre-service teacher education environments that potentially nurture amongst
the prospective teachers their facility in being able to successfully participate in Lesson
Study activities as they commence their actual in-service teaching. Thus, in this this
investigation, the focal research question was “How are the essential elements of Lesson Study integrated in pre-service teacher education in Japan?” However, this umbrella question for this study was further divided into two main strands:

• What skills, competencies, or habits of mind are needed to be cultivated in
  pre-service mathematics teacher education in order for prospective
  teachers to optimize their experiences in student teaching programs, and,
  eventually, successfully participate in Lesson Study as they step into the
  actual teaching profession?
• In incorporating the elements of Lesson Study in pre-service teacher
  education, what mechanisms facilitate towards comprehensive reforms of
  mathematics teaching?

Using phenomenological case study, this inquiry sought to understand the underlying principles behind the accession of Lesson Study in pre-service mathematics
teacher education, specifically in the context of student teaching practicum in a Fuzoku
School. Five interconnected themes that pertain to skills, competencies, and habits of
mind were elevated from the investigation: (1) acclimatizing to the school contexts and
classroom (socio-mathematical) norms; (2) making sense of powerful resources for
classroom instruction; (3) utilizing the school and classroom contexts as venues of
inquiry; (4) engaging in critical reflections; and (5) forging the spirit of collaboration.
On the other hand, four mechanisms that facilitated towards change were extracted from the analysis of student journals, together with other sources of data: (1) sensitization to images of reform; (2) forged reifications of learning experiences; (3) student feedback and communications; and (4) immersion in communities of practice.
Finally, the culmination of this research raised issues on deeper and more detailed
investigations on the cultural and institutional conditions that make it possible for
Lesson Study to be effectively integrated in the Japanese pre-service mathematics
teacher education. This led to a future direction of a more robust body of research in this area (mathematics teacher education) – including those with comparative nature – that deems to reflect on the potential replicability or transferability of Lesson Study outside Japan.

Full text

A printed and revised version of the thesis will be published by the Department of Science Education in the DSE Papers - "IND's skriftserie".