Purpose

The purpose of this paper is to explore the coaching and mentoring supervision of the Lesson Study to enhance preservice mathematics teachers' research competencies.

Design/methodology/approach

The researcher employed a multi-case study design to describe the internship experiences of practicing coaching and mentoring supervision while preservice teachers engaged in Lesson Study. A total of six preservice teachers were the samples, and they were teaching six lessons. A classroom observation evaluation form was used to collect data from 60 observers, with a proportion of 10 observers to each sample to assess and provide feedback on the samples' research competencies. This was followed by 12 individual, semi-structured interviews using interview protocol. The participants included 60 Lesson Study group members and six mentors from the three research schools, together with the samples' internship advisors from Suratthani Rajabhat University, totaling to 72 assessors. Data were examined using the thematic analysis method.

Findings

The results of 60 observation evaluations revealed that coaching and mentoring supervision of Lesson Study can develop samples' research competencies in four capabilities, namely, instructional planning, classroom management, instructional delivery and professional development. The 12 interview results indicated that the six samples' research competencies were improved in these four aspects, namely, data collection and analysis, collaboration, reflection and pedagogical content knowledge.

Practical implications

Mentoring and coaching supervision of Lesson Study holds great potential for collaborative professional development and continuous improvement of mathematics teachers' research competencies.

Originality/value

This article suggests meaningful professional benefits of participation in mentoring and coaching supervision.

中文翻译：

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利用课程学习的辅导和指导监督来提高课堂研究能力：多案例研究

目的

本文的目的是探索课程研究的辅导和指导监督，以提高职前数学教师的研究能力。

设计/方法论/途径

研究者采用多案例研究设计来描述职前教师在进行课程学习时进行辅导和辅导监督的实习经历。样本共有六名职前教师，授课六节课。采用课堂观察评估表收集 60 名观察员的数据，每个样本有 10 名观察员的比例，以评估样本的研究能力并提供反馈。随后使用访谈协议进行了 12 次个人半结构化访谈。参加者包括来自三个研究学院的 60 名课程学习小组成员和 6 名导师，加上素叻他尼皇家大学的样本实习顾问，共计 72 名评估员。使用主题分析方法检查数据。

发现

60次观察评估的结果显示，课程研究的辅导和辅导监督可以培养样本在教学计划、课堂管理、教学交付和专业发展四种能力方面的研究能力。12次访谈结果表明，6个样本的研究能力在数据收集与分析、协作、反思和教学内容知识这四个方面得到了提高。

实际影响

课程研究的辅导和指导监督对于协作专业发展和数学教师研究能力的持续提高具有巨大潜力。

原创性/价值

本文提出了参与指导和辅导监督的有意义的职业好处。