Teacher noticing has become a prominent construct in research on teacher education and
professional development; however, the current state of research is quite diverse, with …

Research in mathematics education has investigated teachers' professional knowledge in
depth, comprising two different approaches: a cognitive and a situated perspective. Linking …

This systematic literature review highlights consistencies and differences in methodological
processes of research focused on prospective teacher noticing. Six-hundred-eleven articles …

Purpose The purpose of this paper is to conduct a structured review of literature on lesson
study (LS) in initial teacher education (ITE). The focus was on how learning and observation …

Although lesson study (LS) is widely considered a promising approach to teachers'
professional development, the variation in teacher learning in LS is not yet well understood …

In the current study on noticing as reasoning of Lesson Study (LS)-teams in initial teacher
education (ITE), we analyzed the reasoning two mixed LS-teams set up about pupils' subject …

This study investigates dialogic processes in student teachers' mentoring conversations in
field practice, where Lesson Study (LS) was used as a context for establishing a dialogic …

The purpose of this study is to investigate a preservice middle school mathematics teacher's
noticing of student mathematical thinking within the context of lesson study as a component …

This research delves into the perspectives of students regarding the concept of merdeka
belajar, as evidenced in their essays for the philosophy of education course. The selected …

Lesson Study, which assumes multiple variations, is a collaborative method that provides an
opportunity for teachers to notice professionally. We analyzed how audible conversational …