Enhancing Prospective Mathematics Teachers' Lesson Planning Skills through Lesson Study within School University Partnership Program

Indonesian Mathematical Society. Jl. Padang Selasa 524, Palembang, South Sumatra 30139, Indonesia. Tel: +618-127-106777; Fax: +627-113-20310; Web site: http://jme.ejournal.unsri.ac.id/index.php/jme

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Teacher Education Programs; Lesson Plans; Mathematics Teachers; College School Cooperation; Case Studies; Partnerships in Education; Student Teachers; Mathematics Instruction; Student Teacher Attitudes; Student Improvement; Program Effectiveness; Cooperative Learning; Cooperating Teachers; Teacher Educators; Peer Evaluation; Geometry; Validity; Mathematical Logic; Grade 7; Grade 8; Discovery Learning; Problem Based Learning; Student Projects; Active Learning; Comparative Analysis; Foreign Countries

2087-8885
2407-0610

Planning a mathematics lesson plan is a complex process. Its quality contributes to the effectiveness of mathematics instruction. Given this significance, improving prospective mathematics teachers' lesson planning ability is essential for teacher preparation programs to produce effective teachers. This study examines how a lesson study within a school-university partnership program (SUPER-LS) could strengthen the lesson planning skills of prospective mathematics teachers. This study employed a case study, which included thirteen student teachers. Data were collected using four initial and four final drafts of mathematics lesson plans developed by four groups of prospective mathematics teachers and reflection reports. These were then analyzed qualitatively using the framework of MKT. The study found that sixteen categories of issues were present in the initial lesson plan, and six remained in the final lesson plan. In the final lesson plan, the 16 problems were reduced to 6, with an improvement of around 62.50%. In addition, prospective mathematics teachers improved their lesson planning skills because of their involvement in the SUPER-LS program, facilitated by intensive collaboration and interaction among participants, especially in-service teachers, and teacher educators, as well as peers' feedback.

As Provided

2023

EJ1382336