Implementation of lesson study as an innovative professional development model among mathematics teachers
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Date
2009
Authors
Chew, Chin Mon
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Abstract
This qualitative study explored the implementation of Lesson Study, a kind of teacher-directed and bottom-up approach of Japanese model of teacher professional development in the Malaysian education context. It seeks to answer three research questions: (i) how does lesson study influence mathematics teachers’ pedagogical content knowledge? (ii) how does lesson study influence mathematics teachers’ reflective practice? and (iii) what are the school-based factors that support or hinder the implementation of lesson study in the Malaysian education context?
The case study method was employed involving two secondary schools in the state of Kedah. Each school set up a lesson study group as a case. Case A has 9 mathematics teachers while case B has 8. The participants of both cases engaged themselves in the lesson study process for a period of 12 months. Each lesson study cycle required the participants to collaboratively plan, discuss, teach, observe and reflect on a particular lesson. Due to various constraints, at the end of this study, case A conducted three lesson study cycles while case B only two cycles. Multiple data sources were gathered through in-depth interviews, observations, group discussions and reflections as well as participants’ journal writing.
Analysis of the qualitative data indicated that the lesson study group setting has provided an encouraging opportunity and venue for the participants to collaborate, discuss and share their teaching knowledge and experiences. Consequently, the participants expressed that their content knowledge and pedagogical content knowledge were enhanced. They became more reflective and keener in promoting active student participation in their lessons. Nonetheless, the degree of enhancement is dependent upon each participant’s attitude and commitment towards the teaching profession.
As lesson study was a relatively new culture of teacher learning, various constraints and challenges were encountered in implementing the lesson study. On a micro level, there were three constraints, namely time, teachers’ workload and the perception of teaching observation. On a macro-level, this study implied two main challenges: (i) the lack of teachers’ awareness of professional development, and (ii) the examination-oriented culture rooted in the education system. However, when provided with sufficient supporting factors such as positive support from the school administrators, committed and dedicated group leader and strong collegiality among the lesson study team, then lesson study could be successfully implemented as an effective and innovative mode of teacher professional learning.
Description
PhD
Keywords
Education , Lesson study , mathematics teacher