Task design and enactment: Developing in-service and prospective teachers’ didactical knowledge in lesson study

Paula Gomes; Micaela Martins; Marisa Quaresma; Joana Mata-Pereira; João Pedro da Ponte

doi:10.29333/ejmste/12172

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Paula Gomes ¹ ^* , Micaela Martins ¹ , Marisa Quaresma ¹ , Joana Mata-Pereira ¹ , João Pedro da Ponte ¹

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¹ Instituto de Educação, Universidade de Lisboa, Lisboa, PORTUGAL^* Corresponding Author

Abstract

Designing tasks to foster students’ learning is challenging for teachers. In this article, we aim to understand how designing, enacting, and reflecting on tasks promotes the development of in-service and prospective teachers’ didactical knowledge during lesson study. Data was collected through participant observation with audio recordings and document collection. Data analysis was based on a category system for task design and students’ work and a teachers’ didactical knowledge framework. The results suggest that, despite their different teaching experiences, there are aspects that both in-service and prospective teachers attended to when designing tasks. However, in-service teachers had clearer aims when designing tasks and changed them, after observing and reflecting on students’ work. Moreover, proposing tasks and reflecting on students’ work allowed both groups to rethink their practice to foster students’ learning, highlighting the potential of lesson study to deepen their knowledge.

Keywords

in-service teachers
lesson study
mathematics
prospective teachers
task design
teachers’ didactical knowledge

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 18, Issue 7, July 2022, Article No: em2131

https://doi.org/10.29333/ejmste/12172

Publication date: 25 Jun 2022

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How to cite this article

APA

Gomes, P., Martins, M., Quaresma, M., Mata-Pereira, J., & Ponte, J. P. D. (2022). Task design and enactment: Developing in-service and prospective teachers’ didactical knowledge in lesson study. Eurasia Journal of Mathematics, Science and Technology Education, 18(7), em2131. https://doi.org/10.29333/ejmste/12172

Vancouver

Gomes P, Martins M, Quaresma M, Mata-Pereira J, Ponte JPD. Task design and enactment: Developing in-service and prospective teachers’ didactical knowledge in lesson study. EURASIA J Math Sci Tech Ed. 2022;18(7):em2131. https://doi.org/10.29333/ejmste/12172

AMA

Gomes P, Martins M, Quaresma M, Mata-Pereira J, Ponte JPD. Task design and enactment: Developing in-service and prospective teachers’ didactical knowledge in lesson study. EURASIA J Math Sci Tech Ed. 2022;18(7), em2131. https://doi.org/10.29333/ejmste/12172

Chicago

Gomes, Paula, Micaela Martins, Marisa Quaresma, Joana Mata-Pereira, and João Pedro da Ponte. "Task design and enactment: Developing in-service and prospective teachers’ didactical knowledge in lesson study". Eurasia Journal of Mathematics, Science and Technology Education 2022 18 no. 7 (2022): em2131. https://doi.org/10.29333/ejmste/12172

Harvard

Gomes, P., Martins, M., Quaresma, M., Mata-Pereira, J., and Ponte, J. P. D. (2022). Task design and enactment: Developing in-service and prospective teachers’ didactical knowledge in lesson study. Eurasia Journal of Mathematics, Science and Technology Education, 18(7), em2131. https://doi.org/10.29333/ejmste/12172

MLA

Gomes, Paula et al. "Task design and enactment: Developing in-service and prospective teachers’ didactical knowledge in lesson study". Eurasia Journal of Mathematics, Science and Technology Education, vol. 18, no. 7, 2022, em2131. https://doi.org/10.29333/ejmste/12172