Research Article
BibTex RIS Cite

Lesson Study’s Effect on Math Teacher Candidates’ Attitudes, Self-Efficacy, and Teaching Anxiety

Year 2023, Volume: 11 Issue: 2, 23 - 42, 31.12.2023
https://doi.org/10.47215/aji.1353516

Abstract

This study aims to examine the effects of the lesson study model on the attitudes, self-efficacy, and math teaching anxiety of math teacher candidates. A pre- and post-test control group quasi-experimental design was utilized with a quantitative research framework. The study group consisted of a total of 14 teacher candidates (seven in the experimental group and seven in the control group), who were senior-level undergraduate students taking the “Teaching Practice” course in the pedagogical formation group of the Faculty of Education at Düzce University during the fall semester of the educational year 2019-2020. Data collection was performed using the Attitude Toward the Teaching Profession Scale, Teacher Self-Efficacy Scale, and Math Teaching Anxiety Scale. Non-parametric tests, specifically the Mann Whitney U and Wilcoxon Signed-Rank tests, were employed for data analysis. The results achieved in this study indicate that the lesson study model used in the teaching practice course positively affected the attitudes towards the teaching profession and teacher self-efficacy perceptions of math teacher candidates, as well as reducing math teaching anxiety.

References

  • Ayantaş, T. (2019). Lesson study practice in the development of professional teaching knowledge of pre-service teachers of social studies (Unpublished master thesis). Ankara University, Ankara.
  • Aykan, A., & Kıncal, R. Y. (2016). A content analysis of scientific researches about lesson study published in different countries. Journal of Kazım Karabekir Education Faculty, 32, 19-31.
  • Ayra, M. (2021). The effect of lesson study professional development and students’ academic achievement (Unpublished doctoral dissertation). Amasya University, Amasya.
  • Aytekin, C., Türkmenoğlu, H., & Arıkan, N. (2017). Adaptation of Math and Science Teaching Anxiety (MSTA) Scale to Turkish. Journal of Ahi Evran University Kirsehir Education Faculty, 18(3), 155-170.
  • Baki, M. (2012). Investigating development of prospective primary teachers’ mathematical pedagogical content knowledge: Lesson study (Unpublished doctoral dissertation). Karadeniz Technical University, Trabzon.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Bay, D. N., Şeker, P. T., & Alisinanoğlu, F. (2020). Pre-service teachers’ opinions about teaching practice course. Anadolu University Journal of Education Faculty, 4(1), 1-20. https://doi.org/10.34056/aujef.625497
  • Bayram, İ. (2018). Lesson study: A professional development model led by prep school English teachers (Unpublished doctoral dissertation). Ankara University, Ankara.
  • Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (p. 136-162). Newbury Park, CA: Sage.
  • Budak, A. (2012). Mathematics teachers’ engaging in a lesson study at virtual settings. Educational Research and Reviews, 7(15), 338-343. https://doi.org/10.5897/ERR12.018
  • Budak, İ., Budak, A., Kaygın, B., & Bozkurt, İ. (2011). A lesson study implementation with pre-service mathematics teachers. Education Sciences, 6(2), 1606-1617.
  • Bümen, N. T., & Özaydın, T. E. (2013). Changes on teacher self-efficacy and attitudes towards teaching profession from candidacy to induction. Education and Science, 38(169), 109-125.
  • Bütün, M. (2012). The development of pedagogical knowledge of preservice mathematics teachers in the process of applied enriched program (Unpublished doctoral dissertation). Karadeniz Technical University, Trabzon.
  • Büyüköztürk, Ş. (2021). Sosyal bilimler için veri analizi el kitabı (29. Baskı) [Handbook of data analysis for social sciences (29th edition)]. Ankara: Pegem A.
  • Clift, R. T., & Brady, P. (2005). Research on methods courses and field experiences. In M. Cochran-Smith, & K. M. Zeichner (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education, (p. 309–424). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Cumhur, F. (2016). Examination development of pre-service mathematics’ questioning behaviours: A lesson study (Unpublished doctoral dissertation). Karadeniz Technical University, Trabzon.
  • Çapa, Y. Çakıroğlu, J., & Sarıkaya, H. (2005). The development and validation of a Turkish version of the teachers’ sense of efficacy scale. Education and Science. 30(137), 74–81.
  • Demirtaş, H., Cömert, M., & Özer, N. (2011). Pre-service teachers’ self-efficacy beliefs and attitudes towards profession. Education and Science, 36(159), 96-111.
  • Deringöl, Y. (2018). An examination of the math teaching efficacy and the math teaching anxiety of classroom teacher candidates. Journal of Theoretical Educational Science, 11(2), 261-278. https://doi.org/10.30831/akukeg.364483
  • Doğan, Z. Y., & Altun, S. (2018). The effect of the study lesson study (RLS) Model on teachers’ professional development. International Online Journal of Educational Sciences, 10(3), 215-229. https://doi.org/10.15345/iojes.2018.03.014
  • Ekiz, D. (2016). Bilimsel araştırma yöntemleri (21b.) [Scientific research methods (21st ed.)]. Ankara: Ani Publishing.
  • Eraslan, A. (2008). Japanese lesson study: Can it work in Türkiye? Education and Science, 33(149), 62-67.
  • Erdem, A. R., Gezer, K., & Çokadar, H. (2005). Anxieties, academic motivation levels and competencies at teaching profession of students at secondary education fields teaching nonthesis master program. In XIV. National Educational Sciences Congress Book Volume I (p. 471-477). Denizli: Pamukkale University.
  • Fernandez, C., & Yoshida, M. (2004). Lesson study: A Japanese approach to improving math teaching and learning. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Fernandez, M. L. (2005). Exploring “lesson study” in teacher preparation. International Group for the Psychology of Mathematics Education, 2, 305-312.
  • Fernandez, M. L., & Zilliox, J. (2011). Investigating approaches to lesson study in prospective mathematics teacher education. Lesson study research and practice in mathematics education: Learning together, 85-102. https://doi.org/10.1007/978-90-481-9941-9_7
  • Gardner, L. E., & Leak, G. K. (1994). Characteristics and correlates of teaching anxiety among college psychology teachers. Teaching of Psychology, 21(1), 28-32. https://doi.org/10.1207/s15328023top2101_5
  • Gözel, E., Erdem, A. R., & Toptaş, V. (2020). The effect of lesson study on class teachers’ problem solving and posing behaviours. Journal of Education, Theory and Practical Research, 6(1), 16-34.
  • Gülhan, F. (2021). How is the lesson study model implemented in Türkiye, what does it mean?: A systematic review. Karaelmas Journal of Educational Sciences, 9(2), 230-242.
  • Günay, R., Yücel-Toy, B., & Bahadır, E. (2016). Lesson study model in teacher education and a proposal toward preservice teaching practices in Türkiye. Journal of International Social Research, 9(42), 1224-1237.
  • Güneyli, A., & Aslan, C. (2009). Evaluation of Turkish prospective teachers’ attitudes towards teaching profession. Procedia Social and Behavioral Sciences, 1, 313-319. https://doi.org/10.1016/j.sbspro.2009.01.059
  • Hiebert, J., Morris, A. K., Berk, D., & Jansen, A. (2007). Preparing teachers to learn from teaching. Journal of Teacher Education, 58(1), 47-61. https://doi.org/10.1177/0022487106295726
  • Kandemir, E. M. (2018). An application to improve teaching skills of classroom teachers: Lesson study (Unpublished doctoral dissertation). Pamukkale University, Denizli.
  • Karasar, N. (2014). Bilimsel araştırma yöntemi [Scientific research method]. Ankara: Nobel Publishing.
  • Kartal, T. & Afacan, Ö. (2012). Examining attitudes of prospective teachers who took pedagogical formation education towards teaching profession. Mehmet Akif Ersoy University Journal of Education Faculty, 1(24), 76-96.
  • Kıncal, R., & Beypınar, D. (2015). The Effects of “Lesson Study” Implementation to Professional Development of Mathematics Teachers and Development of Learning Process. Mehmet Akif Ersoy University Journal of Education Faculty, 1(33), 186-210.
  • Kiremit, H. (2006). Preservice science teachers’ self-efficacy beliefs in teaching biology (Unpublished doctoral dissertation). Dokuz Eylül University, Izmir.
  • Kline, R. B. (2011). Principles and practice of structural equation modeling. New York: The Guilford Press.
  • Kozikoğlu, İ., & Senemoğlu, N. (2018). Development of teacher perceptions scale for competency of pre-service education: A study on validity and reliability. YYU Journal of Education Faculty, 15(1), 552-576.
  • Kocaarslan, M. (2014). Analysis of prospective teachers’ attitudes towards teaching as a profession. Asian Journal of Instruction, 2(1), 46-55.
  • Koçak, M., Soylu, Y., & Hayat, F. (2021). Examining development prospective mathematics teachers measurement and evaluation knowledge and curriculum knowledge through lesson study method. Kastamonu Education Journal, 29(5), 856-871. https://doi.org/10.24106/kefdergi.706619
  • Kuran, K. (2009). The effect of micro teaching on teachers’ gaining of knowledge and skills. Mustafa Kemal University Journal of Social Sciences Institute, 6(11), 383-400.
  • Küçükahmet, L. (2003). Öğretimi planlama ve değerlendirme [Instructional planning and evaluation]. Ankara: Nobel Publishing.
  • Lee, J. F. (2008). A Hong Kong case of lesson study- Benefits and concerns. Teaching and Teacher Education, 24(5), 1115-1124. https://doi.org/10.1016/j.tate.2007.10.007
  • Lewis, C. (2002). Lesson study: A handbook of teacher-led instructional change. Philadelphia: Research for Better Schools.
  • Liu, F. (2008). Impact of online discussion on elementary teacher candidates’ anxiety towards teaching mathematics. Education, 128(4), 614-629.
  • Liu, F. (2016). Anxiety towards teaching mathematics and science: Correlation, prevalence, and intensity. Journal of Mathematics Education, 9(1), 29-46.
  • Mihajlović, A. M., & Milikić, M. (2018). The impact of lesson study on pre-service kindergarten teachers’ math teaching anxiety. In E. Kopas-Vukašinović & J. Lepičnik-Vodopivec (Eds.) Innovative teaching models in the system of university education: Opportunities, challenges and dilemmas (p.107-119). Jagodina, Koper.
  • Ocak, G. (2005). Meslek olarak öğretmenlik. Öğretmenlik mesleğine giriş [Teaching as a profession. Entry into the teaching profession (Ed. Kadir Keskinkılıç). Ankara: Pegem.
  • Ogegbo, A. A., Gaigher, E., & Salagaram, T. (2019). Benefits and challenges of lesson study: A case of teaching Physical Sciences in South Africa. South African Journal of Education, 39(1), 1-9. https://doi.org/10.15700/saje.v39n1a1680
  • Oral B. (2004). Eğitim fakültesi öğrencilerinin öğretmenlik mesleğine ilişkin tutumları [Attitudes of education faculty studies towards the teaching profession]. Eurasian Journal of Educational Research, 15, 88-98.
  • Özaltun Çelik, A., & Bukova Güzel, E. (2017). The mathematics teachers’ lesson plan related to teaching radical expressions during the lesson study. Mersin University Journal of the Faculty of Education, 13(2), 561-594. https://doi.org/10.17860/mersinefd.336744
  • Özen, D. (2015). Development of geometric thinking of elementary school mathematics teachers: A lesson study (Unpublished doctoral dissertation). Anadolu University, Eskisehir.
  • Peker, M. (2006). The development of math teaching anxiety scale. Journal of Education Science and Practice, 5(9), 73-92.
  • Peker, M. (2009). Pre-service mathematics teacher perspectives about the expanded microteaching experiences. Journal of Turkish Educational Science, 7(2), 353-376. https://doi.org/10.12973/ejmste/75284
  • Puchner, L., & Taylor, A. (2006). Lesson study, collaboration, and teacher efficacy: Stories from two school based mat lesson study groups. Teaching and Teacher education, 22(7), 922-934. https://doi.org/10.1016/j.tate.2006.04.011
  • Roberts, M. R. (2010). Lesson study: Professional development and its impact on science teacher self-efficacy (Unpublished doctoral dissertation). Columbia University, NY.
  • Saracaloğlu A.S., Bozkurt N., Serin O., Serin U. (2004). Öğretmen adaylarının mesleğe yönelik tutumlarını etkileyen faktörler [The factors that affects the attitudes of the candidate teachers towards teaching profession]. Çağdaş Eğitim Dergisi [Journal of Contemporary Education], 29 (311), 16-27.
  • Sarı, M. H., & Aksoy, N. C. (2016). The relationship between math teaching anxiety and teaching style of primary school teachers. Turkish Studies -International Periodical for the Languages, Literature and History of Turkish or Turkic, 11(3), 1953-1968.
  • Seferoğlu, S. S. (2004). Öğretmen yeterlikleri ve mesleki gelişim [Teacher competencies and professional development]. Bilim ve Aklın Aydınlığında Eğitim[Education in the Light of Science and Mind], 58, 40-45.
  • Sibbald, T. (2009). The relationship between lesson study and self‐efficacy. School Science and Mathematics, 109(8), 450-460. https://doi.org/10.1111/j.1949-8594.2009.tb18292.x
  • Sims, L., & Walsh, D. (2009). Lesson study with preservice teachers: Lessons from lessons. Teaching and teacher education, 25(5), 724-733.
  • Solgun, Y., & Çapuk, S. (2022). A literature review on the application of the lesson study model in math teaching. In Proceeding Book of XII. International Conference on Social Research and Behavioral Sciences, 202.
  • Stigler, J., & Hiebert, J. (1999). The teaching gap. New York: The Free Press.
  • Schunk, D. H. (2009). Öğrenme teorileri: Eğitimsel bir bakışla [Learning theories : From an educational perspective] (Translation from the 5th Edition). (Trans. Ed. Muzaffer Şahin). Ankara: Nobel Publishing.
  • Şahin, Ş., & Kılıç, A. (2020). Evaluation of the teaching practice course carried out with the lesson study model. Tuning Journal for Higher Education, 8(1), 99-127. https://doi.org/10.18543/tjhe-8(1)-2020pp99-127
  • Şahin, E. & Özkılıç, R. (2005). The opinions of preschool teacher candidates about the practice guide prepared for practice courses. Gazi University Journal of Gazi Education Faculty, 25(2), 115-133.
  • Şahin, C., & Şahin, S. (2017). Teacher candidates’ attitudes towards the teaching profession, their self-efficacy beliefs and their level of knowing the student. The Journal of Turkish Educational Science, 15(2), 224-238.
  • Şişman, M. (2009). Teacher’s Competencies: A Modern Discourse and the Rhetoric. Inonu University Journal of the Faculty of Education, 10(3), 63-82.
  • Taşdere, A. (2014). Classroom teacher candidates’ problems regarding teaching practicum class and proposed solutions. Turkish Studies-International Periodical for the Languages, Literature and History of Turkish or Turkic, 9(2), 1477-1497.
  • Tepylo, D. R. H. (2008). Investigating the effects of lesson study. University of Toronto.
  • Tok, Ş. (2010). The problems of teacher candidates about teaching skills during teaching practice. Procedia Social and Behavioral Sciences, 2, 4142–4146.
  • Tschannen-Moran, M., Woolfolk-Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248. https://doi.org/10.3102/00346543068002202
  • Tschannen-Moran, M., & Woolfolk-Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
  • Turan, B. N., & Asal, R. (2020). Anxiety levels of elementary school teacher candidates for math teaching according to different variables. Erciyes Journal of Education, 4(1), 20-33. https://doi.org/10.32433/eje.629442
  • Üstüner, M. (2006). Reliability and validity study of an attitude scale of teaching profession. Educational Administration: Theory and Practice, 45(45), 109-127.
  • Wagler, R. R. (2007). Assessing the impact of vicarious experiences on preservice elementary science teacher efficacy and preservice elementary teacher efficacy. Oklahoma State University.
  • Verhoef, N., Tall, D., Coenders, F., & Van Smaalen, D. (2013). The complexities of a lesson study in a Dutch situation: Mathematics teacher learning. International Journal of Science and Mathematics Education, 12(4), 859-881. https://doi.org/10.1007/s10763-013-9436-6
  • Yılmaz Doğan, Z. (2018). The investigation of variations of study lesson study model in teachers’ professional development, the perception of teachers’ self-efficacy and self-regulation skills of learners (Unpublished doctoral dissertation). Yıldız Technical University, Istanbul.
  • Yüksek Öğretim Kurulu (1998), Fakülte-Okul İşbirliği [Faculty-school collaboration]. Ankara: Higher Education Council Publications.
Year 2023, Volume: 11 Issue: 2, 23 - 42, 31.12.2023
https://doi.org/10.47215/aji.1353516

Abstract

References

  • Ayantaş, T. (2019). Lesson study practice in the development of professional teaching knowledge of pre-service teachers of social studies (Unpublished master thesis). Ankara University, Ankara.
  • Aykan, A., & Kıncal, R. Y. (2016). A content analysis of scientific researches about lesson study published in different countries. Journal of Kazım Karabekir Education Faculty, 32, 19-31.
  • Ayra, M. (2021). The effect of lesson study professional development and students’ academic achievement (Unpublished doctoral dissertation). Amasya University, Amasya.
  • Aytekin, C., Türkmenoğlu, H., & Arıkan, N. (2017). Adaptation of Math and Science Teaching Anxiety (MSTA) Scale to Turkish. Journal of Ahi Evran University Kirsehir Education Faculty, 18(3), 155-170.
  • Baki, M. (2012). Investigating development of prospective primary teachers’ mathematical pedagogical content knowledge: Lesson study (Unpublished doctoral dissertation). Karadeniz Technical University, Trabzon.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Bay, D. N., Şeker, P. T., & Alisinanoğlu, F. (2020). Pre-service teachers’ opinions about teaching practice course. Anadolu University Journal of Education Faculty, 4(1), 1-20. https://doi.org/10.34056/aujef.625497
  • Bayram, İ. (2018). Lesson study: A professional development model led by prep school English teachers (Unpublished doctoral dissertation). Ankara University, Ankara.
  • Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (p. 136-162). Newbury Park, CA: Sage.
  • Budak, A. (2012). Mathematics teachers’ engaging in a lesson study at virtual settings. Educational Research and Reviews, 7(15), 338-343. https://doi.org/10.5897/ERR12.018
  • Budak, İ., Budak, A., Kaygın, B., & Bozkurt, İ. (2011). A lesson study implementation with pre-service mathematics teachers. Education Sciences, 6(2), 1606-1617.
  • Bümen, N. T., & Özaydın, T. E. (2013). Changes on teacher self-efficacy and attitudes towards teaching profession from candidacy to induction. Education and Science, 38(169), 109-125.
  • Bütün, M. (2012). The development of pedagogical knowledge of preservice mathematics teachers in the process of applied enriched program (Unpublished doctoral dissertation). Karadeniz Technical University, Trabzon.
  • Büyüköztürk, Ş. (2021). Sosyal bilimler için veri analizi el kitabı (29. Baskı) [Handbook of data analysis for social sciences (29th edition)]. Ankara: Pegem A.
  • Clift, R. T., & Brady, P. (2005). Research on methods courses and field experiences. In M. Cochran-Smith, & K. M. Zeichner (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education, (p. 309–424). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Cumhur, F. (2016). Examination development of pre-service mathematics’ questioning behaviours: A lesson study (Unpublished doctoral dissertation). Karadeniz Technical University, Trabzon.
  • Çapa, Y. Çakıroğlu, J., & Sarıkaya, H. (2005). The development and validation of a Turkish version of the teachers’ sense of efficacy scale. Education and Science. 30(137), 74–81.
  • Demirtaş, H., Cömert, M., & Özer, N. (2011). Pre-service teachers’ self-efficacy beliefs and attitudes towards profession. Education and Science, 36(159), 96-111.
  • Deringöl, Y. (2018). An examination of the math teaching efficacy and the math teaching anxiety of classroom teacher candidates. Journal of Theoretical Educational Science, 11(2), 261-278. https://doi.org/10.30831/akukeg.364483
  • Doğan, Z. Y., & Altun, S. (2018). The effect of the study lesson study (RLS) Model on teachers’ professional development. International Online Journal of Educational Sciences, 10(3), 215-229. https://doi.org/10.15345/iojes.2018.03.014
  • Ekiz, D. (2016). Bilimsel araştırma yöntemleri (21b.) [Scientific research methods (21st ed.)]. Ankara: Ani Publishing.
  • Eraslan, A. (2008). Japanese lesson study: Can it work in Türkiye? Education and Science, 33(149), 62-67.
  • Erdem, A. R., Gezer, K., & Çokadar, H. (2005). Anxieties, academic motivation levels and competencies at teaching profession of students at secondary education fields teaching nonthesis master program. In XIV. National Educational Sciences Congress Book Volume I (p. 471-477). Denizli: Pamukkale University.
  • Fernandez, C., & Yoshida, M. (2004). Lesson study: A Japanese approach to improving math teaching and learning. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Fernandez, M. L. (2005). Exploring “lesson study” in teacher preparation. International Group for the Psychology of Mathematics Education, 2, 305-312.
  • Fernandez, M. L., & Zilliox, J. (2011). Investigating approaches to lesson study in prospective mathematics teacher education. Lesson study research and practice in mathematics education: Learning together, 85-102. https://doi.org/10.1007/978-90-481-9941-9_7
  • Gardner, L. E., & Leak, G. K. (1994). Characteristics and correlates of teaching anxiety among college psychology teachers. Teaching of Psychology, 21(1), 28-32. https://doi.org/10.1207/s15328023top2101_5
  • Gözel, E., Erdem, A. R., & Toptaş, V. (2020). The effect of lesson study on class teachers’ problem solving and posing behaviours. Journal of Education, Theory and Practical Research, 6(1), 16-34.
  • Gülhan, F. (2021). How is the lesson study model implemented in Türkiye, what does it mean?: A systematic review. Karaelmas Journal of Educational Sciences, 9(2), 230-242.
  • Günay, R., Yücel-Toy, B., & Bahadır, E. (2016). Lesson study model in teacher education and a proposal toward preservice teaching practices in Türkiye. Journal of International Social Research, 9(42), 1224-1237.
  • Güneyli, A., & Aslan, C. (2009). Evaluation of Turkish prospective teachers’ attitudes towards teaching profession. Procedia Social and Behavioral Sciences, 1, 313-319. https://doi.org/10.1016/j.sbspro.2009.01.059
  • Hiebert, J., Morris, A. K., Berk, D., & Jansen, A. (2007). Preparing teachers to learn from teaching. Journal of Teacher Education, 58(1), 47-61. https://doi.org/10.1177/0022487106295726
  • Kandemir, E. M. (2018). An application to improve teaching skills of classroom teachers: Lesson study (Unpublished doctoral dissertation). Pamukkale University, Denizli.
  • Karasar, N. (2014). Bilimsel araştırma yöntemi [Scientific research method]. Ankara: Nobel Publishing.
  • Kartal, T. & Afacan, Ö. (2012). Examining attitudes of prospective teachers who took pedagogical formation education towards teaching profession. Mehmet Akif Ersoy University Journal of Education Faculty, 1(24), 76-96.
  • Kıncal, R., & Beypınar, D. (2015). The Effects of “Lesson Study” Implementation to Professional Development of Mathematics Teachers and Development of Learning Process. Mehmet Akif Ersoy University Journal of Education Faculty, 1(33), 186-210.
  • Kiremit, H. (2006). Preservice science teachers’ self-efficacy beliefs in teaching biology (Unpublished doctoral dissertation). Dokuz Eylül University, Izmir.
  • Kline, R. B. (2011). Principles and practice of structural equation modeling. New York: The Guilford Press.
  • Kozikoğlu, İ., & Senemoğlu, N. (2018). Development of teacher perceptions scale for competency of pre-service education: A study on validity and reliability. YYU Journal of Education Faculty, 15(1), 552-576.
  • Kocaarslan, M. (2014). Analysis of prospective teachers’ attitudes towards teaching as a profession. Asian Journal of Instruction, 2(1), 46-55.
  • Koçak, M., Soylu, Y., & Hayat, F. (2021). Examining development prospective mathematics teachers measurement and evaluation knowledge and curriculum knowledge through lesson study method. Kastamonu Education Journal, 29(5), 856-871. https://doi.org/10.24106/kefdergi.706619
  • Kuran, K. (2009). The effect of micro teaching on teachers’ gaining of knowledge and skills. Mustafa Kemal University Journal of Social Sciences Institute, 6(11), 383-400.
  • Küçükahmet, L. (2003). Öğretimi planlama ve değerlendirme [Instructional planning and evaluation]. Ankara: Nobel Publishing.
  • Lee, J. F. (2008). A Hong Kong case of lesson study- Benefits and concerns. Teaching and Teacher Education, 24(5), 1115-1124. https://doi.org/10.1016/j.tate.2007.10.007
  • Lewis, C. (2002). Lesson study: A handbook of teacher-led instructional change. Philadelphia: Research for Better Schools.
  • Liu, F. (2008). Impact of online discussion on elementary teacher candidates’ anxiety towards teaching mathematics. Education, 128(4), 614-629.
  • Liu, F. (2016). Anxiety towards teaching mathematics and science: Correlation, prevalence, and intensity. Journal of Mathematics Education, 9(1), 29-46.
  • Mihajlović, A. M., & Milikić, M. (2018). The impact of lesson study on pre-service kindergarten teachers’ math teaching anxiety. In E. Kopas-Vukašinović & J. Lepičnik-Vodopivec (Eds.) Innovative teaching models in the system of university education: Opportunities, challenges and dilemmas (p.107-119). Jagodina, Koper.
  • Ocak, G. (2005). Meslek olarak öğretmenlik. Öğretmenlik mesleğine giriş [Teaching as a profession. Entry into the teaching profession (Ed. Kadir Keskinkılıç). Ankara: Pegem.
  • Ogegbo, A. A., Gaigher, E., & Salagaram, T. (2019). Benefits and challenges of lesson study: A case of teaching Physical Sciences in South Africa. South African Journal of Education, 39(1), 1-9. https://doi.org/10.15700/saje.v39n1a1680
  • Oral B. (2004). Eğitim fakültesi öğrencilerinin öğretmenlik mesleğine ilişkin tutumları [Attitudes of education faculty studies towards the teaching profession]. Eurasian Journal of Educational Research, 15, 88-98.
  • Özaltun Çelik, A., & Bukova Güzel, E. (2017). The mathematics teachers’ lesson plan related to teaching radical expressions during the lesson study. Mersin University Journal of the Faculty of Education, 13(2), 561-594. https://doi.org/10.17860/mersinefd.336744
  • Özen, D. (2015). Development of geometric thinking of elementary school mathematics teachers: A lesson study (Unpublished doctoral dissertation). Anadolu University, Eskisehir.
  • Peker, M. (2006). The development of math teaching anxiety scale. Journal of Education Science and Practice, 5(9), 73-92.
  • Peker, M. (2009). Pre-service mathematics teacher perspectives about the expanded microteaching experiences. Journal of Turkish Educational Science, 7(2), 353-376. https://doi.org/10.12973/ejmste/75284
  • Puchner, L., & Taylor, A. (2006). Lesson study, collaboration, and teacher efficacy: Stories from two school based mat lesson study groups. Teaching and Teacher education, 22(7), 922-934. https://doi.org/10.1016/j.tate.2006.04.011
  • Roberts, M. R. (2010). Lesson study: Professional development and its impact on science teacher self-efficacy (Unpublished doctoral dissertation). Columbia University, NY.
  • Saracaloğlu A.S., Bozkurt N., Serin O., Serin U. (2004). Öğretmen adaylarının mesleğe yönelik tutumlarını etkileyen faktörler [The factors that affects the attitudes of the candidate teachers towards teaching profession]. Çağdaş Eğitim Dergisi [Journal of Contemporary Education], 29 (311), 16-27.
  • Sarı, M. H., & Aksoy, N. C. (2016). The relationship between math teaching anxiety and teaching style of primary school teachers. Turkish Studies -International Periodical for the Languages, Literature and History of Turkish or Turkic, 11(3), 1953-1968.
  • Seferoğlu, S. S. (2004). Öğretmen yeterlikleri ve mesleki gelişim [Teacher competencies and professional development]. Bilim ve Aklın Aydınlığında Eğitim[Education in the Light of Science and Mind], 58, 40-45.
  • Sibbald, T. (2009). The relationship between lesson study and self‐efficacy. School Science and Mathematics, 109(8), 450-460. https://doi.org/10.1111/j.1949-8594.2009.tb18292.x
  • Sims, L., & Walsh, D. (2009). Lesson study with preservice teachers: Lessons from lessons. Teaching and teacher education, 25(5), 724-733.
  • Solgun, Y., & Çapuk, S. (2022). A literature review on the application of the lesson study model in math teaching. In Proceeding Book of XII. International Conference on Social Research and Behavioral Sciences, 202.
  • Stigler, J., & Hiebert, J. (1999). The teaching gap. New York: The Free Press.
  • Schunk, D. H. (2009). Öğrenme teorileri: Eğitimsel bir bakışla [Learning theories : From an educational perspective] (Translation from the 5th Edition). (Trans. Ed. Muzaffer Şahin). Ankara: Nobel Publishing.
  • Şahin, Ş., & Kılıç, A. (2020). Evaluation of the teaching practice course carried out with the lesson study model. Tuning Journal for Higher Education, 8(1), 99-127. https://doi.org/10.18543/tjhe-8(1)-2020pp99-127
  • Şahin, E. & Özkılıç, R. (2005). The opinions of preschool teacher candidates about the practice guide prepared for practice courses. Gazi University Journal of Gazi Education Faculty, 25(2), 115-133.
  • Şahin, C., & Şahin, S. (2017). Teacher candidates’ attitudes towards the teaching profession, their self-efficacy beliefs and their level of knowing the student. The Journal of Turkish Educational Science, 15(2), 224-238.
  • Şişman, M. (2009). Teacher’s Competencies: A Modern Discourse and the Rhetoric. Inonu University Journal of the Faculty of Education, 10(3), 63-82.
  • Taşdere, A. (2014). Classroom teacher candidates’ problems regarding teaching practicum class and proposed solutions. Turkish Studies-International Periodical for the Languages, Literature and History of Turkish or Turkic, 9(2), 1477-1497.
  • Tepylo, D. R. H. (2008). Investigating the effects of lesson study. University of Toronto.
  • Tok, Ş. (2010). The problems of teacher candidates about teaching skills during teaching practice. Procedia Social and Behavioral Sciences, 2, 4142–4146.
  • Tschannen-Moran, M., Woolfolk-Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248. https://doi.org/10.3102/00346543068002202
  • Tschannen-Moran, M., & Woolfolk-Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
  • Turan, B. N., & Asal, R. (2020). Anxiety levels of elementary school teacher candidates for math teaching according to different variables. Erciyes Journal of Education, 4(1), 20-33. https://doi.org/10.32433/eje.629442
  • Üstüner, M. (2006). Reliability and validity study of an attitude scale of teaching profession. Educational Administration: Theory and Practice, 45(45), 109-127.
  • Wagler, R. R. (2007). Assessing the impact of vicarious experiences on preservice elementary science teacher efficacy and preservice elementary teacher efficacy. Oklahoma State University.
  • Verhoef, N., Tall, D., Coenders, F., & Van Smaalen, D. (2013). The complexities of a lesson study in a Dutch situation: Mathematics teacher learning. International Journal of Science and Mathematics Education, 12(4), 859-881. https://doi.org/10.1007/s10763-013-9436-6
  • Yılmaz Doğan, Z. (2018). The investigation of variations of study lesson study model in teachers’ professional development, the perception of teachers’ self-efficacy and self-regulation skills of learners (Unpublished doctoral dissertation). Yıldız Technical University, Istanbul.
  • Yüksek Öğretim Kurulu (1998), Fakülte-Okul İşbirliği [Faculty-school collaboration]. Ankara: Higher Education Council Publications.
There are 80 citations in total.

Details

Primary Language English
Subjects Teacher Education and Professional Development of Educators
Journal Section Makaleler
Authors

Zeynep Boyacı 0000-0001-5278-9822

Gürcü Erdamar 0000-0001-6753-0151

Early Pub Date December 31, 2023
Publication Date December 31, 2023
Published in Issue Year 2023 Volume: 11 Issue: 2

Cite

APA Boyacı, Z., & Erdamar, G. (2023). Lesson Study’s Effect on Math Teacher Candidates’ Attitudes, Self-Efficacy, and Teaching Anxiety. Asian Journal of Instruction (E-AJI), 11(2), 23-42. https://doi.org/10.47215/aji.1353516

ASIAN JOURNAL OF INSTRUCTION

Creative Commons License  This work is licensed under a Creative Commons Attribution 4.0 International License.