REDESIGNING PRESERVICE MATHEMATICS TEACHER’S LESSON PLAN BY USING PRODUCTIVE PEDAGOGIES FRAMEWORK

Abstract

This paper aims at describing an innovative course which encourages presevice teachers to reflect on their quality of instructional plan as well as its implementation within a field teaching experience and to redesign lesson plan based on the four dimensions of the productive pedagogies framework. The participants were 25 Mathematics preservice teachers who were studying at Mathematics education program at an educational university in Indonesia. The course started from implementing a lesson plan designed in the field teaching experience, continued with a reflective practice discussing about the conformity of the lesson plan designed with the four dimensions of productive pedagogies, and ended with revising of the lesson plan based on the reflective practice activity. Some improvements regarding productive pedagogies components for redesigning lesson plan have been produced by the preservice teachers. However, some were hardly revised due to factors of students, particularly dealing with higher order thinking in redesigning lesson plan. This study suggests to use productive pedagogies as tools to evaluate and implement teachers’ instructional plan to confirm its consistency and the real practice.

Keywords

• Preservice mathematics teacher
• Productive pedagogy
• Lesson plan design