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.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/3984 |
| Date | 03 1900 |
| Creators | Coe, Karen Lee |
| Contributors | Carl, A. E., Frick, B. L., University of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies. |
| Publisher | Stellenbosch : University of Stellenbosch |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | xii, 318 p. |
| Rights | University of Stellenbosch |
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