The Lesson Play Experience: Professional Development of a Teacher

Authors

Keywords:

Representation of practice, lesson play, scripting

Abstract

In this study we introduce “lesson play experience” (LPE) for implementation as professional development for in-service teachers. LPE is an extension of the “lesson play” notion, which refers to a script for an imagined lesson, written by a teacher, presented as dialogue of teacher-student(s) interaction. In mathematics teacher education, lesson play has been used primarily with prospective teachers as a complement to traditional lesson planning. The LPE includes, in addition to a script for (part of) a lesson, observations of the actual taught lesson, and interviews with the teacher-playwriter in which the script and the lesson are discussed. We report on two rounds of one teacher LPE and the resulting modification. The investigation has shown that the LPE can be an effective tool for in-service teacher professional development.

Author Biographies

Rebekaah Stenner, Simon Fraser University

Rebekaah Stenner in a Doctoral candidate in Mathematics Education program at the Simon Fraser University. She is interested in enhancing mathematical experience for all students. She holds an appointment of a district supervisor for mathematics teachers. 

Rina Zazkis, Simon Fraser University

Rina Zazkis is a Professor of Mathematics Education at the Faculty of Education and associate member in the Department of Mathematics at the Simon Fraser University, Canada. She holds an appointment of Tier 1 Canada Research Chair, a prestigious recognition of excellence in research and research training.

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Published

2021-07-28