A Study On The Study Of Internship Teachers In Case Study

In the process of new curriculum reform, teachers need to change their ways of learning, from passive reception to active construction, in order to get the course consciousness and ability which are adapted to the new curriculum; they need to improve their professional knowledge structure, learn to cooperate with others in learning, and at the same time promote their ability of self-reflection and criticizing. How to change the teacher learning mode and what kind of teacher learning organization can promote the capacity of teachers’ knowledge, is a problem not just of in-service teacher education, but also in pre-service teacher education.Lesson study is a process in which a team of teachers work collaboratively in the lesson planning cycle (assess, plan, teach, reflect). It provides contexts to demonstrate reform teaching in the classroom by helping teachers see the lesson through the eyes of the students. Participation in this form of professional development has the potential to transform teacher beliefs which has an impact on teacher knowledge.This study observed six pre-service teachers participating in the lesson study, analyzed the changes in their knowledge (mainly the change of pedagogical content knowledge) and practice, and explored the teacher’s learning mechanism lying in the lesson study from the dynamic dimension. The study found that the lesson study, as a kind of teacher learning community, did help teacher learning, especially in respect of Pedagogical Content Knowledge, including conceptions of purposes for teaching subjective matter, knowledge of students’ understanding, knowledge of subjective matter and knowledge of instructional strategies. The second founding is that three elements (peer discussions, teacher learning facilitator, and Lesson Study tools) contribute to the learning process.