Middle School Mathematics Teachers' Reflection Activities in the Context of Lesson Study

Creative Commons License

Bozkurt E., Yetkin-Ozdemir I. E.

INTERNATIONAL JOURNAL OF INSTRUCTION, cilt.11, sa.1, ss.379-394, 2018 (ESCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 11 Sayı: 1
  • Basım Tarihi: 2018
  • Doi Numarası: 10.12973/iji.2018.11126a
  • Dergi Adı: INTERNATIONAL JOURNAL OF INSTRUCTION
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus
  • Sayfa Sayıları: ss.379-394
  • Hacettepe Üniversitesi Adresli: Evet

Özet

The aim of this case study is to define reflection activities of a lesson study group that consisted of three middle school mathematics teachers in Usak, Turkey. In the process, the participants worked in collaboration for about 5 months to implement three study lesson practices. The data were collected through observations in the reflection processes of the study lessons. Teachers' reflection activities were analyzed based on the literature of teacher self-regulation. As a result, lesson study encouraged teachers to make detailed and reliable evaluations, controllable causal attributions, and productive inferences for their teaching.