Search results

The aim of the study is to better understand how lesson study (LS) contributes to challenging teachers' views of mathematics teaching and learning.

This study is part of a wider ongoing project aiming at improving primary mathematics teaching in Malawi through professional development (PD) of teachers using a LS model. The units being analyzed are teachers' written reflections and lesson plans. The analytical approach is qualitative content analysis.

Initially, the participating Malawian primary teachers report traditional views of mathematics teaching and learning. After having participated in a LS cycle, they reported on the need to work on how to involve and create space for learners' participation in mathematic lessons and highlight the importance for learners to discover mathematics on their own.

This is a small-scale study due to LS being quite new in the Malawian context and the need to test before possible upscaling.

The paper includes a description on how LS might contribute to challenging Malawian teachers' views of mathematics teaching and learning; this can be valuable information for others who are attempting to use LS in a similar context.

This paper fulfills an identified need to learn more about how LS might contribute to challenging teachers' views of mathematics teaching and learning worldwide.

The purpose of this paper is to better understand the challenges involved in introducing Lesson Study (LS) into teacher education in Malawi by studying mathematics teacher educators’ (TEs’) understanding of planning for LS.

This study is a part of a wider ongoing project designed to improve the quality and capacity of mathematics teacher education in Malawi. One of its components is professional development of all mathematics TEs in Malawi using an LS model. The units being analyzed comprise of the TEs’ written lesson plans and qualitative content analysis is the chosen analytical approach.

Based on the analyzed research lesson plans, the TEs have difficulty in focusing on their own learning parallel to the student teachers’ (STs’) learning, and struggle with predicting STs’ responses to tasks. In addition, there is a pervasive lack of emphasis on planned and focused observation of STs’ learning, as evidenced by a review of the research lesson plans.

This is a small-scale study due to LS being introduced to Malawi teacher education for the first time and the need to test before possible upscaling.

The paper includes a description of mathematics TEs’ understanding of LS in an African context, which can be a valuable information for TEs who are attempting to use LS.

This paper fulfills an identified need to learn more about TEs’ understanding of LS worldwide.

The purpose of this study was to better understand how lesson study (LS) impacts the pedagogy and attitudes of teachers in varied sociocultural contexts. The authors investigated responses of teachers in Kenya and the USA who were new to LS.

Teacher interviews after LS were qualitatively and inductively analyzed with Teacher Education and Development Study: Learning to Teach Mathematics as a conceptual/analytical framework.

Results varied between Kenyan and US teachers. Kenyan teachers reported increases in content and pedagogical content knowledge. They suggested participating in LS was an enjoyable, productive struggle and emphasized the value of planning for lessons and the role of the outside expert. US teachers described consideration of students' needs, abilities, and learning strategies. They described LS as a positive experience, even though making time for the process was challenging. Procedurally, US teachers valued research and collaboration. Although both the process and responses differed, US and Kenyan teachers' reflections highlight affordances of LS.

This study is a small-scale, comparative case study. Future research could ask similar research questions in other contexts and with greater numbers of participants.

Views of teaching and learning and typical structures for teachers' professional learning vary by context; these factors should be considered when planning and implementing LS.

The study responds to an identified need to learn more about how LS contributes to teachers’ different views of teaching and learning, which are embedded in various sociocultural settings.