The development of pre-service chemistry teachers’ self-regulation in the context of lesson study

Date

2024-8

Author

SARICI, ESRA

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The purpose of this study is to investigate the development of pre-service chemistry teachers’(PCTs) self-regulation processes in the context of lesson study. During teaching practice course, two lesson study cycle was carried out and three preservice teachers planned, taught and reviewed lessons in collaboration with their group members. Planning and review of lessons was carried out by the guidance of the facilitator which is the researcher. Pre-service chemistry teachers taking teaching practice courses participated in the study based on a voluntary basis. Data were collected through observations of teaching practices in high schools, individual and group interviews, lesson plans, group lesson plans, and video recordings of the lesson study meetings. Interviews were transcribed verbatim and coded according to Zimmerman’s self–regulation model which consists of three main parts namely forethought, performance, and self-reflection. Results of the study revealed that after the lesson study, PCTs set more specific and challenging goals, used a wider range of resources, and integrated them into their planning. They became more responsive to student feedback, improving their attention focusing, time management, and self-efficacy. Additionally, PCTs became more critical in their self-evaluations, attributing failures to controllable factors, leading to increased self-satisfaction and more student-centered adaptations. The development of these processes was facilitated by the collaborative planning, iterative reflection, constructive feedback inherent in the lesson study, and the researcher's guidance as a facilitator.

Subject Keywords

Teacher self-regulation, Lesson study, Pre-service teachers, Teacher education

URI

https://hdl.handle.net/11511/111336

Collections

Graduate School of Natural and Applied Sciences, Thesis