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

Building on the epistemological foundations of constructivism (Creswell, 2014) and qualitative research methodologies, a FADE framework (Reinking and Bradley, 2008) and a case study approach (Merriam, 2002) were selected to develop an understanding of preservice teachers' thinking about student learning during their planning, teaching, and reflection through the lesson study (Lewis, 2009) process. Through qualitative methodology, the triangulation of data occurred using qualitative data sources: (a) pre and post interviews, (b) participatory field notes, (c) research lesson plans, (d) debriefing interviews, (e) field notes created by the preservice teachers. Each data source was analyzed individually and then compared across the case providing a deeper understanding of how preservice teachers think about student learning in the context of lesson study including how: (a) preservice teacher grew their thinking about student learning, (b) preservice teachers were better able to observe and look for evidence of thinking about students' learning, (c) the lesson study process allowed them to work as a team, (d) they associated lesson study with being a positive learning experience. This research provides additional insight into how teacher preparation programs can strengthen preservice teachers learning in classrooms through lesson study (Darling-Hammond, 2009; Lewis, 2009; Lewis et al., 2012). It also provides opportunities for further research on connecting planning, reflection, and teaching practices as well as, how to build connections between mentor teachers, preservice teachers, and teacher preparation programs (Parks, 2009). / PHD / This case study explored the impact of a collaborative learning cycle with preservice teachers in elementary classrooms. The research question was: What was the impact of lesson study on preservice teachers thinking about student learning. Preservice teachers participated in a lesson study cycle where they collaboratively developed goals for students, planned a lesson, one teacher taught the lesson and the others observed, and lastly they reflected on this process as a group and adjusted their lesson based on their thinking about student learning. Each of the lessons was taught in real classrooms with students whom they were familiar. The data suggested that preservice teachers were able to deepen their understanding of thinking about student’s learning and identify it in their work together. The collaborative process enabled them to further their understanding of thinking about student learning by having additional insight to what they observed in their lessons. The cyclical process of lesson study allowed the preservice teachers to attend to additional observations of their students because they were familiar with the lesson, content, and had considered what evidence of student learning they could collect. This study provides insight into how preservice teacher preparation programs could better connect theory to practice through lesson study cycles and provide authentic collaborative learning experiences for preservice teachers that mimics actual teaching in the classroom.

This study investigates the potential of Artificial Intelligence (AI) assistants in reducing administrative burdens on public school teachers in the United States, where approximately $1.04 billion annually is allocated for teachers to perform non-teaching tasks. As AI technologies advance, their integration into educational settings presents an opportunity to automate 20-40% of administrative activities, reallocating up to 13 hours per week toward more impactful educational engagements. This shift could significantly mitigate teacher burnout, a significant factor in the profession’s high turnover rates. The introduction of the AI chatbot, “EL” (Education and Learning in Inclusive Environments), is posited as a transformative tool designed to assist with routine administrative tasks, potentially enhancing educational efficiency and allowing teachers to focus more on direct student interaction and pedagogical innovation. The quasi-experimental research design employed a T-test, Chi-Squared, and Cohen’s d to analyze the effects of AI assistant usage among pre-service teachers at the University of Central Florida. Through a pretest and post-test approach, the study assessed the effectiveness of EL in creating lesson plans that included accommodations and modifications. Additionally, the research examined the correlation between the frequency of AI assistant usage and the likelihood of pre-service teachers allowing their future students to use AI tools and pre-service teachers use of AI over four weeks. Preliminary results indicate a significant change in the attitudes and practices of pre-service teachers regarding AI, with notable improvements in their familiarity and ethical considerations of AI use in educational settings. The findings suggest that integrating AI assistants like “EL” can effectively support teachers and enhance student learning experiences, highlighting the necessity of including AI literacy in teacher education programs.