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.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:AEU.10048/500 |
| Date | 11 1900 |
| Creators | Harle, Joanne |
| Contributors | Simmt, Elaine (Secondary Education), McGarvey, Lynn (Elementary Education), Glanfield, Florence (Secondary Education) |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 435008 bytes, application/pdf |
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