Exploring Possibilities and Challenges of Lesson Study: A Case Study in a Small Island Developing State

Autor/inn/en	Wati, Indra; Dayal, Hem Chand
Titel	Exploring Possibilities and Challenges of Lesson Study: A Case Study in a Small Island Developing State
Quelle	In: Waikato Journal of Education, 27 (2022) 3, S.73-88 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1173-6135
Schlagwörter	Communities of Practice; Grade 8; Mathematics Teachers; Faculty Development; Teacher Collaboration; Mathematics Instruction; Program Effectiveness; Teacher Competencies; Elementary School Teachers; Teacher Attitudes; Foreign Countries; Barriers; Self Efficacy; Fiji + Suchen Sie Ihr Suchwort? Community; School year 08; 8. Schuljahr; Schuljahr 08; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerkooperation; Mathematics lessons; Mathematikunterricht; Lehrkunst; Elementary school; Grundschule; Volksschule; Lehrerverhalten; Ausland; Self-efficacy; Selbstwirksamkeit; Fidschi
Abstract	Lesson Study (LS) is a teaching improvement and knowledge-building process that has origins in Japanese elementary education. In Japanese LS, teachers work in small teams to plan, teach, observe, analyse and refine individual lessons called research lessons. This study examined a small sample of primary school teachers' perceptions of LS as a professional learning endeavour. The benefits and challenges teachers experienced when attempting to engage in LS was further explored. The study focused on the Fijian primary teaching context, specifically on Year 8 mathematics teachers. Data was collected using a series of class observations and semi-structured interviews in two case-study schools. Analysis of classroom observations and semi-structured interviews confirms that LS provided a useful mode for teachers to talk about their mathematics lessons and open them for scrutinisation by their teaching colleagues. The findings suggest that all the teachers in the two schools found that LS is a powerful learning platform to improve teachers' mathematical knowledge and pedagogical skills. These findings have important implications for the implementation of effective professional learning amongst practising primary school teachers. (As Provided).
Anmerkungen	Wilf Malcolm Institute of Educational Research. Division of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: https://wje.org.nz/index.php/WJE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01