Retrospective Analysis of Lesson Planning in Microteaching Lesson Study among Mathematics Preservice Teachers

Abstract

Student-centered teaching requires student-centered planning. However, the prevalent teacher-centered lesson-planning paradigm hinders preservice teachers (PSTs) in implementing student-centered mathematics teaching. The literature suggests that microteaching lesson study (MLS) can support PST to develop their lesson-planning paradigms. Hence, this study argues that MLS transforms paradigms. This is evidenced by the extent to which PST lesson plans improve following MLS and the reflections of PSTs on their experiences of an MLS-integrated methods course. This article reports the results of a “QUANT + qual” retrospective analysis of the lesson plans and reflections of nine groups of primary mathematics PSTs. The results reveal significant improvements in the quality of student-centered lesson plans, while the reflections indicate that MLS facilitated PSTs’ understanding of student-centered teaching in mathematics and rewarding experiences. MLS transforms PST paradigms by presenting an unfamiliar and challenging teaching approach, the collaborative and cyclical process of planning, microteaching, observing, feedback, and revising, and it offers a safe, controlled, and supportive environment. Hence, this study concludes that MLS is an effective practice-based pedagogy for methods courses designed to support PSTs in developing a student-centered lesson-planning paradigm. The following design principles of MLS integration into mathematics methods courses are recommended: implementation of MLS with teaching through problem-solving; reconfiguration of timing of MLS activities to fit context; focus on retaining the challenge and difficulty of the task; maximization of technological tools. Further, this research strongly recommends in-depth design-based research on transformative practice-based pedagogies in teacher education.