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.

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.

The three R’s: reading, (W)Riting, and researching through multi-genre project

2017 ◽  
Vol 12 (1) ◽  
pp. 42-55 ◽  
Author(s):  
Kathryn Roberts ◽  
Kristy Brugar
Keyword(s):  
Teaching And Learning ◽  
Teacher Educators ◽  
Peer Interactions ◽  
Student Response ◽  
Methods Course ◽  
Research Approach ◽  
Historical Inquiry ◽  
Social Studies Methods ◽  
Content Type ◽  
Action Research Approach

Purpose The purpose of this paper is to examine how the authors, two teacher educators, planned for and guided 23 students (teacher candidates) through a multi-genre historical inquiry experience, integrating instruction on the Inquiry Arc and writing process, during a co-taught literacy and social studies methods course. The authors describe the ways in which the students demonstrated both active and passive participation and resistance to this process/project, and the related implications. Design/methodology/approach Using an action research approach, this paper reports analysis and interpretation of lesson plans, course materials, debriefing notes, field notes, student response notebooks and intermediate and final inquiry project artifacts. Findings All students demonstrated gains in content knowledge through their products, oral presentations, group discussions, or conferences with the authors; and all gained experience with the Inquiry Arc and process writing. Many students saw the benefits of collaboration and social construction of knowledge as they moved toward more central participation. Practical implications Instructors cannot mandate full participation in any task, but can influence the conditions (i.e. pedagogy, task, scaffolding) to increase the possibility of positive peer interactions and learning. Originality/value This paper contributes to the knowledge of teaching and learning innovation in teacher preparation coursework.

Digital technologies, online learning and lesson study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Rongjin Huang ◽  
Nina Helgevold ◽  
Jean Lang
Keyword(s):  
Online Learning ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Scale Up ◽  
Extended Period ◽  
International Perspective ◽  
Future Research ◽  
Content Type ◽  
Equity Issues ◽  
Positive Effects

PurposeFinding ways in which technology can be used to modify, strengthen, scale up and sustain lesson study (LS) is an emerging field of research. It has become even more important due to a pandemic leading to teacher and student learning being delivered online. The purpose of this paper is to present research findings about experiences of online LS and identify issues for further research.Design/methodology/approachA systematic search of articles from 2010 to 2020 identified 13 relevant papers, and through analysis, some major themes were identified. All papers in the special issue were synthesized from the lens of the identified themes; finally, further directions are discussed.FindingsIn general, various online LS models were found to have features that resulted in positive effects on teaching and learning, but, whilst several characteristics of effective online learning were identified, some studies also highlighted issues.Research limitations/implicationsThere is a need for larger scale projects over an extended period to assess the effectiveness of online LS. Future research focused on carrying out learning study online as well as consideration of equity issues associated with online LS are also suggested.Originality/valueThe studies presented in this issue address the opportunities and challenges of conducting online LS during a pandemic and beyond. Together, the literature review and contributory papers provide an international perspective of using online LS and identify important issues for further research.

Implementing a Problem-Based Technology Learning Environment to Foster Cultural Literacy and Responsiveness Instructional Skills

2014 ◽  
pp. 147-159
Author(s):  
Blanche Jackson Glimps ◽  
Theron Ford
Keyword(s):  
Teaching And Learning ◽  
Teacher Educators ◽  
Single Case ◽  
Cultural Literacy ◽  
Single Case Study ◽  
Daily Lives ◽  
Technology Learning ◽  
Use Of Technology ◽  
Portable Computers

Technology is part of our daily lives; we can observe the use of technology in our cell phones and portable computers and, most notably, within classrooms. If used within the proper pedagogical context, computer-aided technology can be quite advantageous to teacher educators whose pedagogical belief is also centered on teaching and learning that is responsive to students’ needs and cultures. When technology is combined with Problem-Based Learning (PBL), it can be a powerful aid to help pre-service teachers build cultural literacy and the skills needed to be responsive to students’ needs. This chapter presents a single case study of the highly successful academic outcomes through the wedding of PBL and technology.

Lesson study in Dutch initial teacher education explored: its potential and pitfalls

2020 ◽  
Vol 9 (4) ◽  
pp. 351-365
Author(s):  
Tijmen M. Schipper ◽  
Sui Lin Goei ◽  
Wouter R. Van Joolingen ◽  
T. Martijn Willemse ◽  
Evelien C. Van Geffen
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Case Studies ◽  
Lesson Study ◽  
Teacher Educators ◽  
Initial Teacher Education ◽  
Target Groups ◽  
Content Type ◽  
Time Planning ◽  
Practical Implications

PurposeThis paper explores the potential and pitfalls of Lesson Study (LS) in Dutch initial teacher education (ITE). This context is examined through data drawn from student-teachers and teacher educators participating in LS.Design/methodology/approachThree case studies of three teacher education institutes in the Netherlands are presented, focusing on student-teachers' learning in two cases and teacher educators' learning in the third case.FindingsThe case studies show that LS in the context of Dutch ITE has high potential. All cases yield clear benefits for working collaboratively as a result of participating in a LS. Student-teachers appreciate the explicit focus in LS on how students learn and teacher educators stress how LS may strengthen their role as “teachers of teachers.” Time, planning arrangements, commitment and a LS facilitator are highlighted as essential conditions for LS application in ITE.Research limitations/implicationsThe three cases address a specific ITE context focusing on different target groups (student-teachers and teacher educators in applied and/or research universities). Consequently, results are explorative regarding Dutch ITE.Practical implicationsThe potential of LS in Dutch ITE is recognized and stressed; this study may act as a catalyst for further and wider application of LS in this context, taking into account possible pitfalls and conditions.Originality/valueThis is one of the first studies exploring the potential of LS in Dutch ITE using both student-teachers' and teacher educators' perspectives.

Development of bansho (board writing) analysis as a research method to improve observation and analysis of instruction in lesson study

2018 ◽  
Vol 7 (3) ◽  
pp. 230-247 ◽  
Author(s):  
Shirley Tan ◽  
Kumi Fukaya ◽  
Shiho Nozaki
Keyword(s):  
Lesson Study ◽  
Research Method ◽  
Teaching And Learning ◽  
Analysis Data ◽  
Content Type ◽  
Case Study Analysis ◽  
Related Data ◽  
Audio Data ◽  
Thinking Processes ◽  
Video And Audio

Purpose The purpose of this paper is to develop bansho analysis as a research method to improve observation and analysis of instruction in lesson study, which could potentially visualise pupils’ thinking processes in a lesson. Design/methodology/approach The paper opted for a qualitative method of case study analysis. Data are drawn from a Year 6 Japanese Language lesson of a Japanese primary school. Data collection and data analysis are informed by transcript-based lesson analysis. The process of bansho formation is also reproduced based on video and audio data. Findings Bansho analysis illustrates three main patterns of pupils’ thinking processes, namely, variation of ideas, connection of ideas and attention to ideas. Pupils’ opinion sharing at the beginning of the lesson led to a variety of ideas and they were recorded as part of bansho. There, pupils proceeded to establish connection among ideas. Finally, pupils displayed attention to ideas which were recorded on bansho, by returning to ideas that intrigued them. Research limitations/implications There is a need to investigate the teacher’s role in bansho formation processes in order to develop a more comprehensive bansho analysis method. Other teaching and learning materials such as lesson plans and pupils’ notes should also be included in the study of bansho to develop a more comprehensive bansho analysis. Originality/value Bansho analysis proposed in this paper allows educators and researchers to study bansho with visualisation of bansho-related data. It would serve as an invaluable source of evidence during the observation and reflection stage of lesson study cycle.

Preservice teachers’ guide for learner‐centered technology integration into instruction

2008 ◽  
Vol 5 (2) ◽  
pp. 103-112 ◽  
Author(s):  
Marilyn P. Rice ◽  
Daphne Johnson ◽  
Bobby Ezell ◽  
Michelle Pierczynski‐Ward
Keyword(s):  
Preservice Teachers ◽  
Technology Integration ◽  
Teacher Educators ◽  
Content Type ◽  
Integrating Technology ◽  
Use Of Technology ◽  
Step Procedure ◽  
University Instructors ◽  
Technology In Instruction ◽  
Choice Of Technology

PurposePlanning is a critical step in the process toward quality instruction and should also include consideration for what technology is appropriate for the lesson. Teacher educators must assist preservice teachers in learning this critical planning step of the instructional cycle. The purpose of this article is to present a step‐by‐step procedure to be used by preservice teachers when determining the appropriate use of technology in instruction.Design/methodology/approachVarious strategies have been used by teacher educators to facilitate preservice teachers’ learning how to integrate technology. Some of these strategies are the modeling of technology integration by university instructors, the exposure to the use of technology in the classrooms during field experience, and including technology into the curriculum. In spite of these efforts, there is evidence that some teacher educators feel that preservice teachers are still not convinced of the value of integrating technology in their lessons. This article suggests that perhaps preservice teachers are still reluctant about the benefit of integrating technology because they have not been given a process for deciding which form(s) of technology should be used for what kind of instruction.FindingsIncluded are charts with detailed descriptions, providing a step‐by‐step process for integrating technology into instruction. These charts demonstrate that the decision about what technology to use in a lesson is first based upon the needs of the learners and the material being taught.Originality/valueThis process demonstrates that technology is transparent: curriculum and the needs of learners drive the choice of technology, instead of technology being used just for technology sake.

Commentary: Mathematics Teacher Educator: The Evolution of a New Journal

2012 ◽  
Vol 1 (1) ◽  
pp. 7-9
Author(s):  
J. Michael Shaughnessy
Keyword(s):  
Mathematics Education ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Professional Knowledge ◽  
Research Knowledge ◽  
Research And Practice ◽  
The Past ◽  
Mathematics Teacher Educator ◽  
Recent Conference

In the past decade, there has been a growing interest in the role that practitioners play as stakeholders in and coproducers of professional knowledge and of research knowledge in mathematics education (Kieran, Krainer, & Shaughnessy, in press). Although the wellspring of professional knowledge and craft wisdom of teachers has been sparsely tapped in previous decades, there are now signs from all over the world that teachers are playing an increasingly important role in research on the teaching and learning of mathematics (Bednarz, 2004; Fernandez & Yoshida, 2004; Herbel-Eisenmann & Cirillo, 2009; Huang & Bao, 2006; Jaworski et al., 2007; Makar & O'Brien, in press). A recent conference brought together practitioners, teacher educators, and researchers in mathematics education to develop a research agenda that will provide closer links between research and practice (NCTM, 2010).

Pedagogical and learning theories in lesson and learning studies – revisited

2016 ◽  
Vol 5 (4) ◽  
pp. 295-299 ◽  
Author(s):  
Ulla Runesson
Keyword(s):  
Lesson Study ◽  
Teaching And Learning ◽  
Theoretical Perspective ◽  
Learning Theories ◽  
Variation Theory ◽  
Learning Study ◽  
Theoretical Frameworks ◽  
Content Type ◽  
And Mathematics ◽  
Point Of Departure

Purpose The purpose of this paper is to discuss two theoretical frameworks, Pirie and Kieren’s work (Pirie and Kieren, 1994) and variation theory of learning (Marton, 2015) in relation to lesson/learning study and mathematics teaching and learning. Design/methodology/approach The point of departure is the article: “Folding back and growing mathematical understanding: a longitudinal study of learning” (Martin and Towers, 2016) where it is demonstrated how Pirie and Kieren’s work (1994) and particularly the notion “folding-back” can be used as the theoretical framework in lesson/learning study. By dealing with similar arrangements and different theories, the two frameworks are contrasted. Findings It is suggested that the theory appropriated must be in resonance with the aim and focus of the study the theoretical perspective taken since it has implications for what becomes the focus of the process and subsequently the results of lesson/learning study. Originality/value This paper contributes to the discussion about how a more theory-informed lesson study and a broader theoretically framed learning study would improve and change the scope and progress of the two.

scholarly journals Educating the Educators: Technology-Enhanced Mathematics Teaching and Learning

2015 ◽  
Vol 5 (1) ◽  
pp. 63-72
Author(s):  
Leong Chee Kin
Keyword(s):  
Teaching And Learning ◽  
Teacher Educators ◽  
Educational Innovation ◽  
Continuing Professional Development ◽  
Teaching Quality ◽  
Ministry Of Education ◽  
Southeast Asians ◽  
Use Of Technology ◽  
And Mathematics ◽  
Training Programmes

Educational research has shown that teaching quality is one of the most important factors in raising student achievement. There is a compelling need for educators to keep abreast of the important developments that are taking place in educational arena. One of the educational areas that has massive development is the use of technology to enhance teaching and learning especially in mathematics. This development needs professional developmentamong educators. Being a regional science and mathematics education centre, the Southeast Asian Ministers of Education Organisation Regional Centre for Education in Science and Mathematics (SEAMEO RECSAM) has always been cognizant of the importance of these developments. Its training programmes are planned to incorporate these developments for in-service teachers, teacher educators and ministry of education mathematics officers. As the Centre's mandate aims to ensure that these participants from Southeast Asians countriesas well as those from outside the region are equipped with emerging educationaltechnology tools which can enhance teaching and learning of mathematics. This paper will share the Centre’s experiences in continuing professional development among mathematics teacher, teacher educators and officers from the ministry of education on educational innovation and technology.

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