Search results for: Angelici Giulia

This study investigates the impact of the Lesson Analysis Framework (LAF) on preservice teachers’ abilities to analyze lessons through an experimental design. The intervention was implemented as part of a course in the teacher preparation program for secondary teaching at a large public university in Italy. The participants were randomly assigned to LAF group and Teaching Rating Framework (TRF) group. The findings revealed that participants who used the LAF as a lens for reflecting on a videotaped lesson during an intervention improved their unprompted analysis of a novel lesson after the intervention, whereas the reflections of participants who used an alternative framework, the TRF, did not change over time.