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Article
Publication date: 8 August 2022

Jill Adler, Lisnet Mwadzaangati and Shikha Takker

The aim is the introduction of lesson study (LS) in geometry in Malawi secondary schools supported by a teaching framework that includes a focus on language responsive teaching.

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Abstract

Purpose

The aim is the introduction of lesson study (LS) in geometry in Malawi secondary schools supported by a teaching framework that includes a focus on language responsive teaching.

Design/methodology/approach

The study reports an LS on geometry for professional development (PD) of secondary teachers. Data analysed includes lesson plans, transcripts of lessons, reflective discussions. The analytical approach is qualitative content analysis.

Findings

Teachers' lexicalisation of an exterior angle of a triangle evolved as a function of a teaching framework that guided their participation in planning, teaching and reflecting through LS cycle, and that was derived from networking between theories.

Research limitations/implications

This is both a small-scale study, and a limited content focus in the lesson, a function of LS being a new practice, and teachers simultaneously learning ideas about geometry teaching, those embedded in the framework and doing LS.

Practical implications

The paper includes a description of how LS might contribute to teachers' learning of language responsive teaching, and so is useful for others working on LS and language practices.

Originality/value

This paper fulfils an identified need to learn more about how networking theories to inform and support LS can create learning opportunities for teachers, particularly about language responsive teaching, an interest and concern worldwide.

Details

International Journal for Lesson & Learning Studies, vol. 12 no. 1
Type: Research Article
ISSN: 2046-8253

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