<p>Syftet med föreliggande studie är att undersöka och diskutera kring vad en lesson study erbjuder för möjligheter vad gäller lärares kunskapssyn och kompetensutveckling. Under min tid som student har jag vid flertalet tillfällen besökt olika skolor för att genomföra min praktik både inom idrott och geografi. Något som jag har märkt under praktikperioderna är att det förefaller finnas ett behov och en efterfrågan från lärare att utveckla sig själva och sitt sätt att genomföra sin undervisning. Mitt val av metod grundar sig på studiens frågeställningar. Genom att genomföra alla de åtta stegen som en lesson study innefattar enligt Martons mall (2003) gör att jag får svar på det jag vill ha svar på. Jag har i studien använt mig av kvalitativa forsknings metoder i form av passiva observationer och samtal då dessa lämpar sig bäst till arbetets syfte. Förloppet i min studie är hämtat ifrån Ference Martons (2003) mall över lesson study. Det finns emellertid många varianter på själva upplägget trots att det är ett förhållandevis ganska nytt sätt att tänka på. Tidigare har det funnits varianter såsom PLAN projekt eller forskningscirklar. Enligt båda lärarna erbjöd arbetsättet att man diskuterade kring didaktiska och metodiska frågor med en ämneskollega. Att få tillfälle att tala om upplägg och dylikt och därmed blotta sin kunskapssyn inom ämnet. Själva lesson studyns arbetssätt erbjuder även enligt de deltagande lärarna att utifrån klassrummets situation utveckla väl motiverade lektionsplaneringar.</p>

Syftet med föreliggande studie är att undersöka och diskutera kring vad en lesson study erbjuder för möjligheter vad gäller lärares kunskapssyn och kompetensutveckling. Under min tid som student har jag vid flertalet tillfällen besökt olika skolor för att genomföra min praktik både inom idrott och geografi. Något som jag har märkt under praktikperioderna är att det förefaller finnas ett behov och en efterfrågan från lärare att utveckla sig själva och sitt sätt att genomföra sin undervisning. Mitt val av metod grundar sig på studiens frågeställningar. Genom att genomföra alla de åtta stegen som en lesson study innefattar enligt Martons mall (2003) gör att jag får svar på det jag vill ha svar på. Jag har i studien använt mig av kvalitativa forsknings metoder i form av passiva observationer och samtal då dessa lämpar sig bäst till arbetets syfte. Förloppet i min studie är hämtat ifrån Ference Martons (2003) mall över lesson study. Det finns emellertid många varianter på själva upplägget trots att det är ett förhållandevis ganska nytt sätt att tänka på. Tidigare har det funnits varianter såsom PLAN projekt eller forskningscirklar. Enligt båda lärarna erbjöd arbetsättet att man diskuterade kring didaktiska och metodiska frågor med en ämneskollega. Att få tillfälle att tala om upplägg och dylikt och därmed blotta sin kunskapssyn inom ämnet. Själva lesson studyns arbetssätt erbjuder även enligt de deltagande lärarna att utifrån klassrummets situation utveckla väl motiverade lektionsplaneringar.

No description available.

This research begins with an argument for the implementation of a professional development model that would empower mathematics teachers to make changes to their mathematical teaching practices. As this argument evolves so does the need for further investigation into what key components are necessary for effective professional development. What emerges from this investigation is the discovery of a Japanese professional development model known as Lesson Study. This research includes a case study that allows for an exploration of mathematics teachers as they, using the Japanese Lesson Study process, collaboratively research, implement, and reflected upon how this alternative professional development model influences changes in their mathematical teaching practices. The three mathematics teachers in this case study provide evidence and support for how Lesson Study can be used as an effective professional development model while providing the opportunity for teachers to be the professionals in their professional development.

Mathematics education is a human activity that helps to develop mental processes in order to enhance logical and critical thinking which will contribute to one’s decision-making process and to solve problems (DBE, 2011c). For one to be able to do Mathematics, strategies should be generated in order to solve problems. The performance in Mathematics is very poor and educational researchers have identified various reasons for the poor performance in mathematics. Therefore, South Africa has developed an assessment tool known as the ANA, to determine the learners’ weaknesses in mathematics at national, provincial, district and school level (DBE, 2013). An approach research (in the South African context) was to explore Intermediate Phase Mathematics teacher’s awareness of their metacognitive strategy use. The main purpose of my research study was to understand, to what extent Intermediate Phase Mathematics teachers become aware of metacognitive strategies during an adapted lesson study process. To achieve this purpose, the study aims to investigate the teachers’ awareness of metacognitive strategies before and during an adapted lesson study process. Empirical qualitative research based on a design research approach took place within the interpretative paradigm. Descriptive data was generated by means of semi-structured focus group interviews and a reflective diary was held with double-medium participants who were selected. The data were analysed by means of content analyses which proceeded by using mind maps, where codes and themes were related to the literature. The results show that most of the teachers were aware of the metacognitive strategies, but it can be that they lack knowing when, where and how to use these metacognitive strategies as they do not plan their lessons on a regular basis. Teachers also feel more comfortable when planning lesson collaboratively as they feel that they learn from one another. In conclusion an adapted lesson study could be a positive plan of action to provide teachers with the opportunity to plan lessons collaboratively and reflect on one another’s’ ideas. Teachers can become more aware of their metacognitive strategies when planning lessons in order to implement these metacognitive strategies during their lessons. In this way learners could be empowered to become metacognitive (think about their thinking) and to reflect on their actions which might contribute to their performance of mathematics. / MEd (Mathematics Education), North-West University, Potchefstroom Campus, 2015

Mathematics education is a human activity that helps to develop mental processes in order to enhance logical and critical thinking which will contribute to one’s decision-making process and to solve problems (DBE, 2011c). For one to be able to do Mathematics, strategies should be generated in order to solve problems. The performance in Mathematics is very poor and educational researchers have identified various reasons for the poor performance in mathematics. Therefore, South Africa has developed an assessment tool known as the ANA, to determine the learners’ weaknesses in mathematics at national, provincial, district and school level (DBE, 2013). An approach research (in the South African context) was to explore Intermediate Phase Mathematics teacher’s awareness of their metacognitive strategy use. The main purpose of my research study was to understand, to what extent Intermediate Phase Mathematics teachers become aware of metacognitive strategies during an adapted lesson study process. To achieve this purpose, the study aims to investigate the teachers’ awareness of metacognitive strategies before and during an adapted lesson study process. Empirical qualitative research based on a design research approach took place within the interpretative paradigm. Descriptive data was generated by means of semi-structured focus group interviews and a reflective diary was held with double-medium participants who were selected. The data were analysed by means of content analyses which proceeded by using mind maps, where codes and themes were related to the literature. The results show that most of the teachers were aware of the metacognitive strategies, but it can be that they lack knowing when, where and how to use these metacognitive strategies as they do not plan their lessons on a regular basis. Teachers also feel more comfortable when planning lesson collaboratively as they feel that they learn from one another. In conclusion an adapted lesson study could be a positive plan of action to provide teachers with the opportunity to plan lessons collaboratively and reflect on one another’s’ ideas. Teachers can become more aware of their metacognitive strategies when planning lessons in order to implement these metacognitive strategies during their lessons. In this way learners could be empowered to become metacognitive (think about their thinking) and to reflect on their actions which might contribute to their performance of mathematics. / MEd (Mathematics Education), North-West University, Potchefstroom Campus, 2015

No description available.

No description available.

No description available.

The professional development of teachers in South Africa needs critical attention, particularly in the area of early grade mathematics. The Integrated Strategic Planning Framework for Teacher Education and Development in South Africa 2011–2025 (ISPFTED) (DBE, 2011) proposes the creation of professional learning communities as a school-based initiative to this end. In a South African context, Japanese lesson study is a relatively undocumented professional development tool. This inquiry is a case study exploring the effect of introducing lesson study in the early grades of a primary school, particularly in the subject of mathematics. Findings suggest that lesson study has a marked and positive effect on the professional development of early grade teachers in a local context. Seven teachers from Grade R to Grade 2 participated in a lesson study programme for a period of four months, meeting weekly to plan and provide feedback on lessons. Key findings of the study reveal that lesson study is a highly effective collaborative tool for improving both the subject content knowledge and pedagogical content knowledge of early grade teachers. This was evidenced in a more problem-centred approach to teaching. Furthermore, improvements were noted in teacher creativity, self-confidence and learner-centeredness. Lesson study provoked intergrade collaboration, curriculum development and lesson flow. The findings suggest that learning extends beyond the scope and confines of the actual lesson study sessions to provoke extensive self-reflection and self-analysis. Through lesson study, the professional development process becomes highly contextualised. Findings furthermore suggest that teacher motivation to participate in lesson study remains a multi-faceted problem and the cooperation of school management is critical for making time allowances and working within the school timetable. An inherent fear of demonstrating lessons in front of others, as well as the fear of inadequate input during group sessions are additional personal challenges to the process. This study proposes a model for the effective facilitation of lesson study sessions and navigating the dynamic and interrelated variables of goal-setting, content exploration, activity planning, resource selection and peer feedback. The scientific importance of the study lies in building a knowledge base by gaining an understanding of the outcomes, viability and practical challenges facing schools as they implement this collaborative and contextually-based professional development method. / Thesis (PhD)--University of Pretoria, 2021. / Early Childhood Education / PhD / Unrestricted