<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Takayoshi Sasaya</style></author><author><style face="normal" font="default" size="100%">Reiko Isshiki</style></author><author><style face="normal" font="default" size="100%">Witchayada Nawanidbumrung</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PROMOTING SUSTAINABLE TEACHER DEVELOPMENT: THE IMPACT OF ONLINE LESSON STUDIES ON REFLECTIVE PRACTICES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">lesson study</style></keyword><keyword><style  face="normal" font="default" size="100%">peer collaboration</style></keyword><keyword><style  face="normal" font="default" size="100%">professional development</style></keyword><keyword><style  face="normal" font="default" size="100%">reflective practices</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1737055574.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Reflective practice is essential in teacher education, enabling pre-service teachers to engage in meaningful professional development and continuously improve their teaching skills. However, barriers such as time constraints, geographic isolation, and crises like COVID-19 often hinder consistent engagement in reflective practices. This study developed and evaluated an online lesson study platform within a university-based teacher education program to address these challenges and support pre-service teachers’ professional growth. Using a mixed-methods approach, the study analyzed reflective engagement among 115 pre-service teachers in the Faculty of Education through reflection reports and surveys. The theoretical framework, based on Darling-Hammond’s reflective perspective, focused on student learning processes, teaching effectiveness, classroom atmosphere, personal educational philosophy, and continuous growth through reflective dialogue. Qualitative analysis revealed varying levels of engagement in reflective practices, with significant improvements in reflections on teaching methods and student learning. However, challenges remained in reflecting on students’ cognitive processes. Quantitative analysis using the McNemar test confirmed statistically significant increases in reflective practice engagement. These findings suggested that online lesson study platforms can provide accessible and practical opportunities for pre-service teacher professional development, overcoming barriers related to location and logistics and supporting global educational goals, particularly Sustainable Development Goals 4 (Quality Education) and 10 (Reduced Inequalities).</style></abstract><issue><style face="normal" font="default" size="100%">6A</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1029-1048</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Balli Lelinge</style></author><author><style face="normal" font="default" size="100%">Christina Svensson</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHERS’ AWARENESS AND UNDERSTANDING OF STUDENTS’ CONTENT KNOWLEDGE OF GEOMETRIC SHAPES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">early mathematics education</style></keyword><keyword><style  face="normal" font="default" size="100%">geometric shapes</style></keyword><keyword><style  face="normal" font="default" size="100%">lesson study</style></keyword><keyword><style  face="normal" font="default" size="100%">practice-based professional development</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/457-1600951875.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">78</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Few research studies have been conducted in a primary school in early mathematical education about the teaching of geometry. This research aims to contribute with knowledge of how teachers’ awareness and understanding of necessary conditions to enhance students’ abilities to discern two- and three-dimensional shapes develop. In this research, qualitative methods were used to analyse data from a lesson study in grade 4 in the subject of mathematics. Data were primarily collected through audio-recorded conversations with teachers before and after the lesson, and the results of students’ pre- and post-test. The results of this research showed increased awareness of using collaboration opportunities to apply professional classroom instructions and activities to enhance students’ knowledge of two- and three-dimensional shapes. This research elucidates how the practice-based professional development approach emphasised the teachers’ teaching targets for understanding students’ content knowledge of geometric shapes. Additionally, the result highlighted teachers’ awareness and understanding of the challenges students face in learning about three-dimensional shapes from two-dimensional representations. Future research should develop a more iterative and revised research lesson design to develop more powerful content knowledge and classroom activity in this topic area.   </style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">777-798</style></section></record></records></xml>