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No. of bitstreams: 1 bezerra_rc_dr_prud.pdf: 2106529 bytes, checksum: 851d5422b4bde3711c49bcaca5e92835 (MD5) Previous issue date: 2017-07-24 / Outra / A presente tese, vinculada à linha de pesquisa “Processos Formativos, Ensino e Aprendizagem” e ao “Grupo de Pesquisa Ensino e Aprendizagem como Objeto da Formação de Professores – GPEA” tem como objetivo geral “Compreender como professores que ensinam Matemática nos anos iniciais do ensino fundamental aprendem e quais os indícios de desenvolvimento profissional no contexto da Lesson Study”. Desenvolvemos uma pesquisa qualitativa, de natureza interpretativa. Para tanto, foi constituída uma intervenção junto a um grupo de dezesseis professores que ensinam Matemática nos anos iniciais do ensino fundamental em uma escola municipal de Foz do Iguaçu – PR, que utilizou o contexto da Lesson Study para a realização do processo formativo. Os instrumentos utilizados para a coleta de dados foram: áudio e vídeo gravação; diálogos face a face; narrativa; observação participante e questionário. A intervenção teve duração de um ano no qual foram realizados dois ciclos formativos. Na dinâmica da Lesson Study foi escolhido um tema/conteúdo (no primeiro ciclo, a divisão e no segundo, a multiplicação) pelos professores, realizados estudos teóricos, elaborada uma aula (sequência didática de atividades) coletivamente e realizada a mesma com alunos do 4º ano no primeiro ciclo e 3º ano no segundo ciclo, por um professor do grupo e observada/filmada por outros professores que participam do processo formativo. Após a realização de cada aula, os professores avaliaram o processo de planejamento e execução da aula, propondo sugestões e alterações na sequência didática elaborada, fechando assim o ciclo formativo. Ao final desta pesquisa, foi possível aferir que cada professor reagiu de uma maneira à mesma experiência, embora, por meio da pesquisa, possamos afirmar que há fortes indícios de que alguns fatores foram decisivos para a aprendizagem do professor, como a reflexão, o trabalho em grupo, a colaboração, a troca de experiência, a confiança no trabalho e no grupo, o domínio de conteúdo, a relação teoria e prática pedagógica, e ainda, o apoio da escola/dos colegas/da família. Quanto ao desenvolvimento profissional, quando se problematizam as práticas de sala de aula, como no caso da Lesson Study, que propõe que saiamos da prática, passemos pela teoria e voltemos à prática, estamos concebendo a formação continuada, no sentido do desenvolvimento profissional. Entendendo que, se houve mudança, houve desenvolvimento. Outro fator que foi importante no trabalho se refere às trocas de experiências que ocorreram no e com o grupo. Podemos perceber ainda, que se destacaram as aprendizagens em relação ao conhecimento pedagógico do conteúdo, embora os professores citem aprendizagens de conteúdo sem especificar. Por fim, esta pesquisa nos leva a acreditar que a Lesson Study é um aliado importante ao processo formativo para sanar as lacunas existentes na formação pedagógica e de conteúdo do professor que ensina matemática nos anos iniciais do ensino fundamental. / This thesis, linked to the research line "Formative Processes, Teaching and Learning" and to the "Group of Research Teaching and Learning as an Object of Teacher Training - GPEA", has as general objective "To understand how teachers who teach mathematics in the initial years of elementary school learn and what the signs of professional development in the context of the Lesson Study are." We developed a qualitative research, of an interpretative base, being an intervention with a group of sixteen teachers who teach Mathematics in the initial years of elementary school in a public school in Foz do Iguassu - PR, and who have used the context of the Lesson Study during their training process. The instruments used for data collection were: audio and video recording; face-to-face dialogues; narrative; participant observation and questionnaire. The intervention lasted a year divided in two training cycles. In the Lesson Study’s dynamics, a theme / content was chosen by the teachers (in the first cycle, division and in the second, multiplication), they realized theoretical studies, elaborated a class plan (didactic sequence of activities) collectively and realized the same with 4th grade students in the first cycle and 3rd grade in the second cycle, by a teacher of the group and observed / filmed by other teachers who participated in the training process. After each class, teachers evaluated the planning and execution of the lesson by proposing suggestions and changes in the didactic of the elaborated sequence and this way, closing the training cycle. At the end of this research, it is possible to verify that each teacher reacted in a way to the same experience although, through the research, we can affirm that there are strong indications that some factors are decisive for the teacher's learning, such as the reflection, the work in groups, collaboration, experience change, the trust in the work and in the group, mastery of the content, theoretical relation and pedagogical practice, and school /colleagues / family support. As for the professional development, when the classroom practices are problematized as in the case of the Lesson Study, that we leave the practice and we go through the theory and we return to the practice, we are conceiving the continuing education already on the professional development, if there was a change there was development. Another factor that was important in the work was the exchanges of experiences that occurred in and with the group. We can also notice that the learning in relation to the pedagogical knowledge of the content stood out, although the teachers mention learning of content without specifying. Finally, this research leads us to believe that the Lesson Study is an important ally to the teacher education process to fill in existing gaps in pedagogical and content of the education process of the teachers who teach mathematics in the initial years of elementary education. / La presente tesis, vinculada a la línea de investigación "Procesos Formativos, Enseñanza y Aprendizaje" y al "Grupo de Investigación Enseñanza y Aprendizaje como Objeto de la Formación de Profesores - GPEA" tienen como objetivo general "Comprender cómo profesores, que enseñan matemáticas en los años iniciales de la enseñanza fundamental, aprenden y cuáles son los indicios del desarrollo profesional en el contexto de la Lesson Study". Desarrollamos una investigación cualitativa, de naturaleza interpretativa. Se constituyó una intervención junto a un grupo de dieciséis profesores que enseñan Matemáticas en los años iniciales de la enseñanza fundamental en una escuela municipal de Foz do Iguaçu - PR, que utilizó el contexto de la Lesson Study para la realización del proceso formativo. Los instrumentos utilizados para la recolección de datos fueron: audio y grabaciones de vídeo; diálogos cara a cara; narrativa; observación participante y cuestionario. La intervención tuvo una duración de un año en el que se realizaron dos ciclos formativos. En la dinámica de Lesson Study se eligió un tema/contenido (en el primer ciclo, la división y en el segundo, la multiplicación) por los profesores, realizado estudios teóricos, elaborada una clase (secuencia didáctica de actividades) colectivamente y realizada la misma con alumnos del 4º año en el primer ciclo y 3º año en el segundo ciclo, por un profesor del grupo y observada/filmada por otros profesores que participan en el proceso formativo. Después de la realización de cada clase, los profesores evaluaron el proceso de planificación y ejecución de la clase, proponiendo sugerencias y alteraciones en la secuencia didáctica elaborada, cerrando así el ciclo formativo. Al final de esta investigación, es posible comprobar que cada profesor reaccionó de una manera a la misma experiencia, aunque, por medio de la investigación, podemos afirmar que hay fuertes indicios de que algunos factores son decisivos para el aprendizaje del profesor, como la reflexión, el trabajo en grupo, la colaboración, el intercambio de experiencia, la confianza en el trabajo y en el grupo, el dominio del contenido, la relación teórica y práctica pedagógica, y el apoyo de la escuela/de los compañeros/de la familia. Sobre el desarrollo profesional, cuando se problematiza las prácticas de clase, cómo en el caso de Lesson Study, que salimos de la práctica, pasamos por la teoría y volvimos a la práctica, estamos concibiendo la formación continuada, para el desarrollo profesional. Entendiendo que, si hubo cambio, hubo desarrollo. Otro factor que fue importante en el trabajo, fueron los intercambios de experiencias que ocurrieron en y con el grupo. Podemos percibir aún, que se destacó los aprendizajes en relación al conocimiento pedagógico del contenido, aunque los profesores citen aprendizajes de contenido sin especificar. Por último, esta investigación nos lleva a creer que la Lesson Study es un aliado importante al proceso formativo para subsanar las lagunas existentes en la formación pedagógica y de contenido del profesor que enseña matemáticas en los años iniciales de la enseñanza fundamental.

abstract: ABSTRACT Counselors at a public community college who teach a first-year college success course to developmental education students do not have effective opportunities or a systematic method to develop their teaching practice. Moreover, like a majority of community college and university instructors, many counselors do not have formal training in instruction. Since the retention and persistence rates of developmental education students are low when compared to non-developmental education students, and the purpose of the college success course is to increase developmental education student success, it is imperative that instructors of the college success course are well-trained to provide high quality learning experiences. The researcher implemented the Lesson Study (LS) professional learning experience in order to increase the collaboration amongst counselors in their efforts to improve their teaching practice as well as improve the quality of the learning experience for developmental education students, consequently potentially improving their retention and persistence. The researcher facilitated a mixed-method study to explore how instructors made meaning of their teaching practice as well as what changes they made to their instructional practice while engaging in LS. The researcher utilized qualitative means to analyze the following data: (1) instructors' weekly reflective journals, (2) semi-structured interviews with instructors after each cycle of LS, (3) video recordings of LS debrief meetings, and (4) video recordings of LS planning meetings. The researcher utilized quantitative means to analyze the following data: (1) pre/post instructor surveys on self-efficacy, and (2) 1,235 student questionnaires regarding LS lessons and non-LS lessons. Analysis of the qualitative data demonstrated that how counselors made meaning of their LS experience seemed to correlate with positive features attributed to the practice of LS in the research literature such as increased collaboration and in-depth reflection as well as positive changes in instructional practices and an increased focus on learning from practice. In addition, analysis of the qualitative and quantitative data showed that lessons created through LS produced a higher quality learning experience for students than lessons that were not created through LS. Moreover, the analysis of the data showed an increase in instructors' efficacy for teaching. / Dissertation/Thesis / Ed.D. Leadership and Innovation 2014

Providing professional development to in-service teachers remains a high priority when attempting to meet state and federal school accountability requirements, yet principals may neglect teacher motivation and the teacher change process when facilitating teacher learning. Drawing on self-determination theory, this research examined social and environmental factors shaping teacher motivation in the context of lesson study with open approach. This descriptive case study included the perceptions of eight secondary mathematics teachers who engaged lesson study as a form of professional development. Thematic analysis of semi-structured interviews suggested the following contextual factors improve motivation: emerging proficiency, synergy, interpersonal dynamics, volition, and internalization. Additionally, apprehension, minor barriers, and contentious interpersonal dynamics may reduce intrinsic-like motivation. As teachers encountered supportive contextual factors, they satisfied their need to experience competence, relatedness, and autonomy which encouraged value internalization of new learning manifesting as an epistemological shift in teaching paradigm. By internalizing the value of new learning, teachers may become more likely to authentically enact new pedagogy in their classrooms. The results of this study indicated lesson study with open approach may provide a robust form of learning capable of changing prior instructional beliefs. These findings suggest principals create and maintain contextual factors (with deliberate intent) that promote intrinsic-like motivation and the teacher change process to enhance the healthy development of teacher learning.

Lesson study is known as an effective Japanese professional development approach for teachers, since 1999.After that, this approach used dramatically as a way for improving teaching and learning in classroom through many countries and by many researchers. Review the literature of lesson study show that there is one common effort between the researchers to apply this approach. That is to make local model for using this Japanese approach as a localized one to release the unavoidable challenges of applying the method of another educational culture. This paper first reviews the literature on lesson study as a way of teachers\'' professional development, which has been conducted since Meiji Period in Japan and is conducting for today\''s teaching in classroom. Then it clarifies how Iranian mathematics teachers encountered with this method. Finally, the finding of this research addresses a general translated model of lesson study that is preferred to apply lesson study for Iranian culture of education.

The aim of the study was to examine what peer learning in Mathematic could mean to three teachers in Upper Secondary School. The peer learning in this study was a mix of lesson and learning study. Lesson and learning study are systematic methods to develop the education through research lessons.  The teachers were independent and implemented this study of their own, without any contact with the university, no researcher was connected. In some way this was a kind of action research, but without connection to a researcher. The aim was to study what teacher could learn about the object of learning “read and interpret graphs”, which critical aspects the pupils need to know to understand logarithm and what will be demand of the teachers to be able to implement peer learning systematically in Mathematic on Social Science program year two. The result of this study was that the three teachers involved thought they learned a lot both in how to teach about this object of learning and how to meet the students in this complexity to increase the possibilities for the pupils to understand logarithm by graphic representation. It was clear to the teachers that graphic solution was underestimated. The systematic attempt to observe the pupils skills show the lack of knowledge. Several critical aspects were found which could make it possible for the pupils to understand logarithm. In this peer learning it was obvious that the different education groups turned out to be more equal about their knowledge about graphic representation after the research lessons. The conclusion about what was needed to implement such a peer learning like this was that the teachers have to be motivated and they need a timetable where this study can be workable.

This study followed three elementary-school teachers as they engaged in online discussions about inquiry-based mathematics teaching, and wrote and tested inquiry lessons for their own classrooms. In an inquiry lesson, students bring their own knowledge to open-ended problem situations, and build on that knowledge as they try out solutions and share their ideas with others. Evidence from the study suggests that teachers may turn to inquiry as an antidote to the way they learned about mathematics as schoolchildren, and that participating in an online community is a way for teachers to gain new mathematical and pedagogical knowledge and to change their conceptual understanding of inquiry-based teaching. The study results indicate that online professional development can help teachers improve their practice, but that care must be taken to build social ties within the group, and to structure tasks in a way that encourages collaboration and constructive criticism.

This study followed three elementary-school teachers as they engaged in online discussions about inquiry-based mathematics teaching, and wrote and tested inquiry lessons for their own classrooms. In an inquiry lesson, students bring their own knowledge to open-ended problem situations, and build on that knowledge as they try out solutions and share their ideas with others. Evidence from the study suggests that teachers may turn to inquiry as an antidote to the way they learned about mathematics as schoolchildren, and that participating in an online community is a way for teachers to gain new mathematical and pedagogical knowledge and to change their conceptual understanding of inquiry-based teaching. The study results indicate that online professional development can help teachers improve their practice, but that care must be taken to build social ties within the group, and to structure tasks in a way that encourages collaboration and constructive criticism.

The purpose of this study was to design a local theory explaining the relationship between metacognitive language and networks as constructs of a local instructional theory in the context of a fourth-year intermediate phase mathematics education methodology module. The local instructional theory was designed to facilitate an adapted lesson study through a problem-based learning instructional philosophy. A problem-based learning task was then designed outlining the education needs and resources of a South African primary school, characteristic of schools in a rural area. In particular the task describes a fictitious teacher’s concern for teaching a Grade 6 mathematics class the concept of place value. Two groups of students, who volunteered to participate in this research, collaboratively designed and presented research lessons across two educational design-based research cycles for two rural schools in North West, as a form of service learning. In implementing the local instructional theory phases, participants were required to follow the lesson study approach by investigating, planning, developing, presenting, reflecting, refining and re-presenting the research lesson and its resources. These design sessions were videorecorded, transcribed and then coded in Atlas.ti through interpretivistic and hermeneutic analysis. The coded data were then imported into NodeXL to illustrate embedded networks. Not only social network data but also metacognitive network data were visualised in terms of metacognitive networks. The results show that across the local instructional theory phases, constructs of metacognition, metacognitive language and networking emerged on a social (stratum 1), interpersonal (stratum 2) and social-metacognitive (stratum 3) level. Collectively, these strata form the architecture of the theory of metacognitive locale that explains the relationship between the constructs. The findings suggest that when students express their metacognitive processes through a metacognitive language (e.g. I am thinking or feeling), their interpersonal metacognitive networks develop into shared metacognitive experiences which foster their metacognitive locale, a dimension of their metacognitive language and networking. / PhD (Mathematics Education), North-West University, Potchefstroom Campus, 2015

The purpose of this study was to design a local theory explaining the relationship between metacognitive language and networks as constructs of a local instructional theory in the context of a fourth-year intermediate phase mathematics education methodology module. The local instructional theory was designed to facilitate an adapted lesson study through a problem-based learning instructional philosophy. A problem-based learning task was then designed outlining the education needs and resources of a South African primary school, characteristic of schools in a rural area. In particular the task describes a fictitious teacher’s concern for teaching a Grade 6 mathematics class the concept of place value. Two groups of students, who volunteered to participate in this research, collaboratively designed and presented research lessons across two educational design-based research cycles for two rural schools in North West, as a form of service learning. In implementing the local instructional theory phases, participants were required to follow the lesson study approach by investigating, planning, developing, presenting, reflecting, refining and re-presenting the research lesson and its resources. These design sessions were videorecorded, transcribed and then coded in Atlas.ti through interpretivistic and hermeneutic analysis. The coded data were then imported into NodeXL to illustrate embedded networks. Not only social network data but also metacognitive network data were visualised in terms of metacognitive networks. The results show that across the local instructional theory phases, constructs of metacognition, metacognitive language and networking emerged on a social (stratum 1), interpersonal (stratum 2) and social-metacognitive (stratum 3) level. Collectively, these strata form the architecture of the theory of metacognitive locale that explains the relationship between the constructs. The findings suggest that when students express their metacognitive processes through a metacognitive language (e.g. I am thinking or feeling), their interpersonal metacognitive networks develop into shared metacognitive experiences which foster their metacognitive locale, a dimension of their metacognitive language and networking. / PhD (Mathematics Education), North-West University, Potchefstroom Campus, 2015

Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: The purpose of this qualitative research study was to determine the value that a group of teachers in South Africa would place on the process of lesson study as a model for their own learning and instructional improvement. A qualitative case study approach through an action research design was the methodology employed for this research. Participants in this 18-month study experienced three complete cycles and a fourth partially completed cycle of lesson study. The setting in South Africa offers a unique perspective to research on lesson study. Lesson study has been the primary method of professional teacher development in Japan for more than 50 years. It is also realizing some success in school districts across the USA. The recent educational reforms in South Africa have something in common with each of these countries. Like Japan, South Africa has adopted a national curriculum. The common link with the USA is that both countries have recently experienced educational reform at the national government level. The findings from this research include a discussion of the elements contained in lesson study that may be beneficial to incorporate into continuing professional teacher development programs, an analysis of the sustainability of lesson study, and an exploration of the connection between the model of lesson study and the design of action research. / AFRIKAANSE OPSOMMING: Die doel van hierdie kwalitatiewe navorsingstudie was om die waarde wat ʼn groep onderwysers in Suid-Afrika op die proses van lesstudie as ʼn model vir hulle eie leer- en onderrigverbetering sou plaas, te bepaal. ʼn Kwalitatiewe gevallestudie-benadering met behulp van ʼn aksienavorsingontwerp was die metodologie wat tydens hierdie navorsing aangewend is. Deelnemers aan hierdie studie wat oor 18 maande gestrek het, het drie volledige siklusse en ʼn vierde gedeeltelike siklus van lesstudie onderneem. Die Suid-Afrikaanse konteks bied ʼn unieke perspektief op navorsing oor lesstudie. Lesstudie was vir meer as 50 jaar die primêre metode van professionele onderwyserontwikkeling in Japan. Dit behaal ook ’n mate van sukses in skooldistrikte oor die VSA heen. Die onlangse onderwyshervormings in Suid-Afrika het iets gemeen met elk van hierdie lande. Soos Japan, het Suid-Afrika ʼn nasionale kurrikulum in gebruik geneem. Die skakel met die VSA is dat albei lande onlangs onderwyshervorming op nasionale regeringsvlak ondergaan het. Die bevindinge van hierdie navorsing sluit ʼn bespreking van die elemente vervat in lesstudie in wat inkorporering in programme vir voortgesette professionele onderwyserontwikkeling tot voordeel kan strek, ʼn ontleding van die volhoubaarheid van lesstudie, en ʼn verkenning van die verband tussen die lesstudie-model en die ontwerp van aksienavorsing.