Scholarlink

<p>This study investigates how semester-long and framework-guided engagement with Lesson Play—scripting hypothetical teacher-student interactions—affects preservice mathematics teachers’ professional growth. Twenty-five preservice teachers collaboratively designed, analyzed, and revised Lesson Plays for three instructional situations over one semester. Their work was guided by the Teacher Moves for Supporting Student Reasoning (TMSSR) framework, which categorizes instructional actions as Eliciting, Responding, Facilitating, and Extending student reasoning along a continuum from low- to high-potential. Analysis reveals two key findings. First, preservice teachers’ instructional design skills improved, evolving from teacher-directed and procedural plays to sophisticated and inquiry-oriented designs featuring high-potential moves, particularly in the Extending category. Second, alignment between preservice teachers’ collaborative planning dialogues and their written Lesson Plays strengthened substantially, demonstrating improved ability to operationalize complex pedagogical ideas into executable instructional designs. These findings suggest that sustained and semester-long engagement combining Lesson Play’s cognitive rehearsal with the TMSSR framework’s structured analytic lens creates a powerful mechanism for integrated professional growth, simultaneously enhancing instructional design skills and fostering metacognitive alignment between pedagogical thought and instructional design.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Fostering preservice teachers’ professional growth in supporting student mathematical reasoning through lesson play

  • 期刊论文

  • 发表日期：

    2026年5月16日

查看全文
  • Yeon Kim

摘要

This study investigates how semester-long and framework-guided engagement with Lesson Play—scripting hypothetical teacher-student interactions—affects preservice mathematics teachers’ professional growth. Twenty-five preservice teachers collaboratively designed, analyzed, and revised Lesson Plays for three instructional situations over one semester. Their work was guided by the Teacher Moves for Supporting Student Reasoning (TMSSR) framework, which categorizes instructional actions as Eliciting, Responding, Facilitating, and Extending student reasoning along a continuum from low- to high-potential. Analysis reveals two key findings. First, preservice teachers’ instructional design skills improved, evolving from teacher-directed and procedural plays to sophisticated and inquiry-oriented designs featuring high-potential moves, particularly in the Extending category. Second, alignment between preservice teachers’ collaborative planning dialogues and their written Lesson Plays strengthened substantially, demonstrating improved ability to operationalize complex pedagogical ideas into executable instructional designs. These findings suggest that sustained and semester-long engagement combining Lesson Play’s cognitive rehearsal with the TMSSR framework’s structured analytic lens creates a powerful mechanism for integrated professional growth, simultaneously enhancing instructional design skills and fostering metacognitive alignment between pedagogical thought and instructional design.