Facilitating collaboration between mathematics methods and content faculty through cross-departmental lesson study

2020 ◽  
Vol 10 (1) ◽  
pp. 33-46
Author(s):  
Bridget Kinsella Druken ◽  
Alison S. Marzocchi ◽  
Michelle V. Brye
Keyword(s):  
Teacher Preparation ◽  
Mathematics Teacher ◽  
Lesson Study ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Content Type ◽  
Mathematics Teacher Preparation ◽  
University Level ◽  
Qualitative Methodologies ◽  
Curricular Materials

PurposeThis paper reports on experiences of university-level mathematics teacher educators (MTEs) from participating in lesson study to improving mathematics teacher preparation. The authors investigate the questions: “What did MTEs report as benefits of participating in cross-departmental lesson study?” and “What considerations did MTEs report for stakeholders interested in lesson study?”Design/methodology/approachThis study employed qualitative methodologies on one cycle of lesson study where the authors served as lesson study participants. Debrief and focus group interview data were analyzed for emergent codes on benefits, supports and challenges from a university-level lesson study.FindingsEngaging in university-level lesson study provided MTEs firsthand professional development, created community, enabled attention to detail, improved knowledge of issues related to teaching mathematics, improved curricular materials and extended beyond one lesson. Institutional support, a natural evolution of the process, alignment of goals among members and support within the group supported their university-level lesson study. Challenges of time and funding, imposition, misalignment of goals and building trust are discussed.Originality/valueThe paper contributes insights about benefits for MTEs who use lesson study to examine their own teaching practice for mathematics teacher preparation. The importance of supports and constraints is highlighted.

Exploring the impact of lesson study through the views of Lao mathematics teacher educators on the needs, learning and difficulties

2019 ◽  
Vol 8 (2) ◽  
pp. 98-116
Author(s):  
Sommay Shingphachanh
Keyword(s):  
Mathematics Teacher ◽  
Lesson Study ◽  
Teacher Educators ◽  
Mathematical Thinking ◽  
Structured Interview ◽  
Current Situation ◽  
Content Type ◽  
Mathematical Ideas ◽  
Mathematics Teacher Educators ◽  
The Impact

Purpose The purpose of this paper is to comprehensively explore the current situation of lesson study (LS) implementation and practice among Mathematics Teacher Educators (MTEs) in Teacher Training Colleges (TTCs) across the country in Laos. Moreover, the study investigates MTEs’ professional learning through LS experience, the difficulties they encountered during practicing LS and their urgent needs to deepen their comprehension in the context of LS. Design/methodology/approach Data were collected through semi-structured interview with 45 MTEs from 7 TTCs in February/March 2018 (seven weeks). The study also collected 14 LS reports, 7 LS posters from the respondents and observed one cycle of LS practice in 2 TTCs. The data were systematically analyzed using inductive category formation through the procedure of transcribing and reading the transcription, thematic coding and categorizing and interpreting the meaning of thematic ideas (Mayring, 2015; Merriam, 2009). Licensed software MAXQDA 10 was used for this qualitative study. Findings The study argued based on LS practice in LS model 1 and model 2. MTEs that followed LS model 1 practiced LS in a superficial aspect and quantitatively relied upon the results from the checklists. They majorly satisfied the immediate measurement of teacher teaching’s behavior and student learning’s behavior. Frequently, time constraints, writing LS reports and collaboration were the great challenges. In contrast, MTEs that followed LS model 2 practiced LS in order to deepen understanding of students’ mathematical thinking. Although LS helped them by adjusting appropriate learning task, they encountered difficulty to innovate it effectively. LS also helped them in offering students’ autonomy to explore mathematical ideas, but they failed to understand the values of utilizing students’ mathematical ideas. Research limitations/implications The findings from this study are beneficial for LS practice in the country and similar LS initiatives to find a measure to enhance the effectiveness of LS in schools and TTCs. The study suggested providing clear details of each step, the essential aspect and the core concept of LS to MTEs for successful transposition of LS to a non-Japanese context. Providing LS advisors who have had great experience in conducting LS not just high teaching or working experience only is highly recommended. This study has a limitation in observing LS practices from all seven TTCs. Originality/value Ministry of Education and Sports (MoES) recognizes the significance of implementing LS in TTCs to enhance the quality of teaching-learning, though the progress of LS in those TTCs has not yet been addressed. Current situation of LS revealed in this study is valuable for similar initiatives, MoES and Japan International Cooperation Agency to make an effort in order to move LS forward.

Malawi mathematics teacher educators’ understanding of Lesson Study

2019 ◽  
Vol 8 (1) ◽  
pp. 48-59
Author(s):  
Janne Fauskanger ◽  
Arne Jakobsen ◽  
Mercy Kazima
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Mathematics Teacher ◽  
Lesson Study ◽  
Teacher Educators ◽  
Qualitative Content Analysis ◽  
Lesson Plans ◽  
Small Scale ◽  
Content Type ◽  
Mathematics Teacher Educators

Purpose 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. Design/methodology/approach 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. Findings 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. Research limitations/implications 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. Practical implications 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. Originality/value This paper fulfills an identified need to learn more about TEs’ understanding of LS worldwide.

scholarly journals Internationalizing teacher education curricula: opportunities for academic staff development

2018 ◽  
Vol 26 (2) ◽  
pp. 157-169
Author(s):  
Mónica Lourenço
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Global Education ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Academic Staff ◽  
Development Program ◽  
Content Type ◽  
Academic Staff Development ◽  
The Impact

Purpose The purpose of this study is to understand the impact of a collaborative workshop, aimed to support teacher educators in embedding a “global outlook” in the curriculum on their perceived professional development. Design/methodology/approach The workshop included working sessions, during a period of 13 months, and was structured as participatory action research, according to which volunteer academics designed, developed and evaluated global education projects in their course units. Data were gathered through a focus group session, conducted with the teacher educators at a final stage of the workshop, and analyzed according to the principles of thematic analysis. Findings Results of the analysis suggest that the workshop presented a meaningful opportunity for teacher educators to reconstruct their knowledge and teaching practice to (re)discover the importance of collaborative work and to assume new commitments to themselves and to others. Originality/value The study addresses a gap in the existing literature on academic staff development in internationalization of the curriculum, focusing on the perceptions of teacher educators’, whose voices have been largely silent in research in the field. The study concludes with a set of recommendations for a professional development program in internationalization of the curriculum.

scholarly journals Report on Mathematics Teacher Preparation in Ecuador

2018 ◽  
pp. 19-45
Author(s):  
Margarita Martínez Jara ◽  
Paola Castillo Domenech ◽  
César Trelles Zambrano ◽  
Eulalia Calle Palomeque ◽  
Andrea Ayala Trujillo ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
Mathematics Teacher ◽  
Mathematics Teacher Preparation

Schooling, teachers in Jamaica and social responsibility: rethinking teacher preparation

2018 ◽  
Vol 14 (4) ◽  
pp. 816-827 ◽  
Author(s):  
Carmel Roofe
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Social Responsibility ◽  
Standardized Testing ◽  
School Violence ◽  
Student Teachers ◽  
Teacher Educators ◽  
Ad Hoc ◽  
Structured Interview ◽  
Content Type

Purpose In a context where standardized testing and achievement scores have become the hallmark of accountability frameworks, the issue of social responsibility is not given much attention in schools in Jamaica. This has led to a continuous decline of the moral and spiritual dimension of schooling in the country. This is evidenced through an increase in school violence and other disparities among students. This paper aims to explore teachers’ perception of how they are prepared for their role as agents of social responsibility. Design/methodology/approach Through interviews of 16 in-service teachers, this research sought to explore teachers’ perception of how they are prepared for their role as agents of social responsibility. Each participant in the study was interviewed using a structured interview schedule comprising six questions. Data collected were transcribed and analyzed by sorting and identifying codes. Pattern codes were established which were then interpreted to form themes. Three themes emerged which are used to present findings. Findings Findings revealed that teachers had a shared understanding of social responsibility; they felt that they were prepared for this role through ad hoc curriculum encounters, were not adequately prepared for their role and social responsibility required a belief in the idea first before it can be taught. Research limitations/implications The findings from the research are used to present arguments in the paper for emphasis on preparing student teachers to be agents of social responsibility and for a rethinking of teacher preparation curriculum in Jamaica. The paper also presents strategies that can be used to guide the re-thinking of teacher preparation programmes. Practical implications Teacher preparation programmes represent the avenue through which teachers can be prepared to develop their social consciousness, so that they can in turn help students. The results of this paper are means of helping teacher educators understand this. Originality/value This paper is one of the first since the early 1990s to discuss social responsibility as a key component of teacher preparation in Jamaica. It also fills the void of scarcity of research in Jamaica on teacher education on a whole and social responsibility in teacher education in particular.

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