Challenging Malawian primary teachers' views on mathematics teaching and learning through lesson study

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Janne Fauskanger ◽  
Nina Helgevold ◽  
Mercy Kazima ◽  
Arne Jakobsen
Keyword(s):  
Mathematics Teaching ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Qualitative Content Analysis ◽  
Primary Teachers ◽  
Small Scale ◽  
Content Type ◽  
Mathematics Teaching And Learning ◽  
Practical Implications ◽  
Ongoing Project

PurposeThe aim of the study is to better understand how lesson study (LS) contributes to challenging teachers' views of mathematics teaching and learning.Design/methodology/approachThis 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.FindingsInitially, 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.Research limitations/implicationsThis is a small-scale study due to LS being quite new in the Malawian context and the need to test before possible upscaling.Practical implicationsThe 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.Originality/valueThis paper fulfills an identified need to learn more about how LS might contribute to challenging teachers' views of mathematics teaching and learning worldwide.

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.

Money laundering through deposit boxes

2020 ◽  
Vol 23 (4) ◽  
pp. 805-818
Author(s):  
Fabian Maximilian Johannes Teichmann ◽  
Marie-Christin Falker
Keyword(s):  
Money Laundering ◽  
Qualitative Content Analysis ◽  
Daily Basis ◽  
Small Scale ◽  
Successful Implementation ◽  
Law Enforcement Agencies ◽  
Content Type ◽  
Compliance Officers ◽  
German Speaking ◽  
Practical Implications

Purpose The purpose of this paper is to exemplify how money launderers in European German-speaking countries use deposit boxes to place incriminated funds. Design/methodology/approach During a qualitative content analysis of 60 semi-standardized expert interviews with both criminals and prevention experts and a quantitative survey of 200 compliance officers, concrete money laundering techniques using deposit boxes were identified. Findings Deposit boxes may be used to place incriminated funds or prepare for their subsequent placement. Thus, the method is highly suitable to the demands of small-scale money laundering. Research limitations/implications The study’s qualitative findings are limited to the perspectives of the 60 interview partners. The interviews were conducted in a semi-standardized fashion. Practical implications The present paper aims at identifying gaps in existing anti-money laundering mechanisms to provide compliance officers, law enforcement agencies and legislators with worthwhile insights into the minds of criminals. Originality/value The present paper illustrates how money launderers operate to avoid detection, capturing the perspective of the launderer. Thus, the reader is granted access to highly valuable information that is supposed to facilitate the introduction of new anti-money laundering measures. Moreover, it shows how compliance officers view the issue and what they consider to be important to the successful implementation of compliance mechanisms. Moreover, the officers’ statements will exhibit which methods they do and do not engage with on a daily basis.

Perceived professional knowledge and competence of mathematics specialists and its development in China

2017 ◽  
Vol 6 (4) ◽  
pp. 321-335 ◽  
Author(s):  
Rongjin Huang ◽  
Jianyue Zhang ◽  
Ida Ah Chee Mok ◽  
Wenjun Zhao ◽  
Yuanfang Zhou ◽  
...  
Keyword(s):  
Data Analysis ◽  
Mathematics Teaching ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Professional Knowledge ◽  
Content Type ◽  
Research Activities ◽  
Use Of Technology ◽  
Teaching Research

Purpose The purpose of this paper is to explore what professional knowledge and competence (PKC) that knowledgeable others, namely, mathematics teaching research specialists (MTRS) in China, need to know, and how they may develop their PKC. Design/methodology/approach This study adopts mixed methods. A survey on PKC with 549 MTRS is utilized to examine MTRS’ perceived held and ideal PKC and perceived effective ways of developing their PKC. The responses to the open-ended questions on the survey were used to identify additional dimensions of PKC and ways of developing PKC. Multiple techniques of quantitative data analysis were employed to feature the characteristics of PKC and structure of the survey, and the relationship between background variables and perception of PKC. Collectively, this study paints a rich and comprehensive picture about Chinese knowledgeable others’ knowledge and competence, and its development. Findings The data analysis reveals that the participants appreciated the six-dimension model of MTRS’ PKC. They were confident with their PKC in general, but varied in different aspects. The factor analysis showed the six-dimension model could be further clustered into two components: knowledge about mathematics teaching and learning and competence in mentoring and educational leadership, and knowledge about content, assessing student learning, and use of technology. The participants perceived their learning through multiple ways including: learning through reading, attending specific training programs, attending and mentoring teaching research activities both school-based and across regions, observing and debriefing lessons, sharing within online learning communities. All these venues jointly contribute to developing MTRS’ PKC. Originality/value This is the first empirical study on MTRS’ PKC and its development in China based on such a large sample. The findings of this study not only contribute to an understanding of knowledgeable others in Chinese lesson study and providing suggestions for support of their development, but also provide implications for studies of practice-based mathematics teacher-educators globally.

The individual teacher in lesson study collaboration

2017 ◽  
Vol 6 (3) ◽  
pp. 216-232 ◽  
Author(s):  
Charlotte Krog Skott ◽  
Hanne Møller
Keyword(s):  
Teacher Learning ◽  
Lesson Study ◽  
Lived Experiences ◽  
Design Methodology ◽  
Small Scale ◽  
Content Type ◽  
Study Research ◽  
Individual Teacher ◽  
The Individual ◽  
Practical Implications

Purpose The purpose of this paper is twofold: first, to investigate the learning of individual teachers participating in lesson study collaboration by adapting a participatory framework about teacher learning; and second, to investigate the potential of this framework compared with other approaches used in lesson study research. Design/methodology/approach The authors use collective case studies. By being participant observers the authors provide detailed descriptions of two selected teachers’ lived experiences of lesson study collaboration. In addition to gain first-hand insights, the authors conducted interviews before, between and after two rounds of lesson studies, and recorded the various lesson study activities. Findings This paper provides empirical insights into the complexity of teacher learning. By using the participatory framework, the authors identify significant shifts in the participation of each of the two teachers during a two-year lesson study project. By comparing these shifts the authors identify significant conditions for their individual learning. Research limitations/implications Although the study is small scale, both the insights into the different ways in which teachers participated and the theoretical insights might be valuable for other lesson study research approaches. Practical implications This paper provides valuable insights into conditions that might influence teachers’ participation in lesson study activities, especially in cultures with little experience of lesson study. Originality/value This paper fulfils a need to investigate individual teachers’ learning in lesson study collaborations. It also contributes to deeper theoretical understandings of teacher learning which have been called for in recent lesson study research.

scholarly journals Supporting wellbeing through scholarship of teaching and learning

2019 ◽  
Vol 12 (5) ◽  
pp. 871-881
Author(s):  
Jenny Lawrence ◽  
Tim Herrick
Keyword(s):  
Professional Development ◽  
Learning Community ◽  
Teaching And Learning ◽  
Small Scale ◽  
Mixed Methods Design ◽  
Scholarship Of Teaching ◽  
Content Type ◽  
Recent Graduates ◽  
The Impact ◽  
Practical Implications

Purpose The purpose of this paper is to explore the impact and value of a scholarship of teaching and learning-led (SoTL) professional development in higher education (HE), with a focus on practitioner wellbeing. Design/methodology/approach The research was a small-scale mixed-methods design, surveying 21 participants and interviewing 3 current students or recent graduates from a UK-based MEd in Teaching and Learning in HE. Data were mapped against an evidence-based framework for wellbeing. Findings A SoTL-led form of professional development, an MEd in Teaching in Learning in HE, offers participants opportunity to exercise the “Five Ways to Wellbeing in HE”, which has positive outcomes for staff and students. Research limitations/implications The research project was not designed to explore the programme’s impact on wellbeing, but to explore its impact and value on individuals and institutions. Reading data against the “Five Ways to Wellbeing in HE” was retrospective, and individual wellbeing was not measured. However, the theoretical implications are that wellbeing is an additional benefit, which adds to the value of SoTL-led professional development in HE, and that further research is required to explore this more fully. Practical implications The wellbeing framework outlined in this research and applied to HE can be used as a model for shaping SoTL-led professional development, to the benefit of the entire learning community. Originality/value This paper proposes a connection between wellbeing, SoTL-led professional development and the SOTL.

Lesson study beyond Japan: evaluating impact

2019 ◽  
Vol 8 (1) ◽  
pp. 2-18 ◽  
Author(s):  
Sarah Seleznyov
Keyword(s):  
Professional Development ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Lesson Study ◽  
Teaching And Learning ◽  
English Language ◽  
Future Research ◽  
Small Scale ◽  
Content Type ◽  
The Impact

Purpose The purpose of this paper is to present the findings from a systematic literature review of recent studies of the implementation of Japanese lesson study beyond Japan, reviewing evidence of impact and robustness of the studies. Two studies of the implementation of lesson study from outside the timeframe for the literature review are also reviewed in detail, in order to explore the problematic nature of impact evaluation of lesson study. Design/methodology/approach A systematic literature review of 154 English language studies of the implementation of lesson study with in-service teachers beyond Japan published between 2006 and 2016 identifies 56 as a measuring impact. A lesson study-specific adaptation of Guskey’s (2000) five levels for the evaluation of professional development enables an analysis of the types of impact measured. An analysis using the Maryland Scientific Method Scale (MSMS) enables a review of robustness. Two recent robust studies from beyond this timeframe are then analysed in detail in terms of their framing of lesson study as an intervention and selection of related impact measures. Findings The literature review and subsequent analysis shows that studies are largely small-scale US case studies ranking as 1, or “least robust” on MSMS. Studies demonstrate the impact of lesson study on teacher learning and positive reactions, but little evidence of it making a difference to teaching, nor of the impact on schools’ professional learning cultures and structures, is present. The detailed analysis of the two recent studies shows that there are many potential pitfalls for researchers to avoid when measuring the impact of lesson study, specifically in relation to distinguishing lesson study as a professional development intervention, and measuring its impact accordingly. Research limitations/implications The systematic review is limited to articles available in the English language, and there is a clear bias towards the USA. The study suggests that future research on lesson study in the UK and beyond should evaluate the implementation of lesson study over a larger scale, gather evidence of the difference lesson study makes to daily teaching and learning, and to its effect on school culture and structures. Practical implications The study suggests that researchers should pay careful attention to the fact that lesson study is not an end in itself, merely a means to achieve an identified change to teaching and learning, and design impact measures accordingly. Originality/value Unlike other systematic reviews of lesson study, this study analyses the impact evidence for lesson study that might be seen as most relevant to its introduction in cultural and structural contexts beyond Japan. It also explores in detail the potential pitfalls of lesson study impact evaluations, offering guidance to both practitioners and researchers.

scholarly journals MENINGKATKAN KUALITAS PEMBELAJARAN MATEMATIKA SEKOLAH DASAR MELALUI LESSON STUDY

2012 ◽  
Vol 13 (1) ◽  
pp. 56-63 ◽  
Author(s):  
Tatang Herman
Keyword(s):  
Mathematics Teaching ◽  
Lesson Study ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Development Program ◽  
Primary Mathematics ◽  
Private And Public ◽  
Mathematics Teaching And Learning ◽  
Teachers Professional Development

In order to improve the quality of primary mathematics teaching and learning, many efforts had be done by researchers. Otherwise, it is difficult to implement research findings in the schools setting to improve teaching outcomes. This action research attempts to explore the implementation of lesson study in order to improve the quality of teaching and learning mathematics in primary schools. The study was conducted in some private and public primary schools arround Bandung. The study found that lesson study becomes one of the most effective ways to improve the quality of primary mathematics teaching and learning through teachers professional development program. Dalam rangka meningkatkan kualitas matematika dasar pengajaran dan pembelajaran, berbagai upaya telah dilakukan oleh peneliti. Jika tidak, sulit untuk menerapkan hasil penelitian di sekolah pengaturan untuk meningkatkan hasil pengajaran. Penelitian ini mencoba untuk mengeksplorasi pelaksanaan lesson study dalam rangka meningkatkan kualitas pengajaran dan pembelajaran matematika di sekolah dasar. Penelitian ini dilakukan di beberapa SD di seluruh sekolah swasta dan negeri Bandung. Studi ini menemukan bahwa lesson study menjadi salah satu cara yang paling efektif untuk meningkatkan kualitas matematika dasar pengajaran dan pembelajaran melalui program pengembangan profesi guru.  

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