Lessons learned from pre-service teachers when implementing the lesson study approach and inquiry-based learning

African Journal of Teacher Education and Development

 
 
Field Value
 
Title Lessons learned from pre-service teachers when implementing the lesson study approach and inquiry-based learning
 
Creator Muller, Irene
 
Subject Natural Science Education Intermediate Phase pre-service teachers Lesson Study Approach; inquiry-based learning; education for sustainable development; sustainable development goals; citizen science; pre-service teachers; diversity in classrooms.
Description Background: In the training of pre-service teachers a collaborative lesson study approach was implemented as a teaching strategy, with citizen science as a teaching tool and incorporation of sustainable developmental goals (SDGs).Aim: The aim of the research was to determine to what extent the lesson study approach (LSA) enabled pre-service teachers to plan lessons in natural science.Setting: The research was executed at a higher educational institute situated on a campus in an industrial area next to a large river in Gauteng province, South Africa.Methods: In this participatory action learning and action research pre-service teachers, as co-researchers, indicated their experience when collaborate planning, reflect and present lessons.Results: The pre-service teachers indicated that the LSA allowed to acknowledge diversity in knowledge and learning. They reported to gain skills like problem-solving, systemic thinking and communication. Inclusion of citizen science and SDGs enhance education for sustainable development.Conclusion: The inclusion of the LSA has cognitive and affective gains which outcast the challenges of timing and resources.Contribution: The LSA allows for pre-service teachers to work collaboratively in lesson planning and allows for the inclusion of unique teaching tools such as citizen science and SDGs.
 
Publisher AOSIS Publishing
 
Contributor NRF Comber research niche ESD strand NWU
Date 2024-08-09
 
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — PALAR
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/ajoted.v3i1.48
 
Source African Journal of Teacher Education and Development; Vol 3, No 1 (2024); 8 pages 2958-0986 2958-8650
 
Language eng
 
Relation
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:

https://ajoted.org/index.php/ajoted/article/view/48/173 https://ajoted.org/index.php/ajoted/article/view/48/174 https://ajoted.org/index.php/ajoted/article/view/48/175 https://ajoted.org/index.php/ajoted/article/view/48/176
 
Coverage — — pre-service teachers in Natural Science B Ed Intermediate Phase
Rights Copyright (c) 2024 Irene Muller https://creativecommons.org/licenses/by/4.0
ADVERTISEMENT