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Mathematics teachers' reflection in the context of lesson study and the development of their knowledge for teaching
Dissertation (MEd)--University of Pretoria, 2016.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2017
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| _version_ | 1867613669882331136 |
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| access_status_str | Open Access |
| author2 | Stols, Gerrit H. |
| author_browse | Stols, Gerrit H. |
| author_facet | Stols, Gerrit H. |
| collection | Thesis |
| dc_rights_str_mv | © 2017 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 2016. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/60976 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:39:49.883Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2017 |
| publishDateRange | 2017 |
| publishDateSort | 2017 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/60976 Mathematics teachers' reflection in the context of lesson study and the development of their knowledge for teaching Stols, Gerrit H. MSJREYNOLDS@GMAIL.COM Reynolds, Marie Susanna Johanna UCTD Lesson Study Content of reflection Level of reflection Knowledge Quartet Education theses SDG-04 Education theses SDG-10 Dissertation (MEd)--University of Pretoria, 2016. Questions have been raised about what constitutes effective continuous professional development. Short-term training initiatives for in-service teachers have had limited success as agents of change. Lesson Study, an approach initiated by the Japanese, could address this shortcoming. Lesson Study is a bottom-up approach which emphasises teacher collaboration and where the teacher's subject knowledge and teaching practice are enhanced through individual and group reflection. The purpose of this study is to establish the content of the teachers' reflection in the context of a 'Lesson Study' and to analyse this content against the framework of the Knowledge Quartet. A practical action research approach was adopted for this study. The participants were five mathematics teachers who teach in two non-urban secondary schools. Data in the form of individual reflection notes, video material of the group reflection sessions and my field notes were collected during three Lesson Study cycles conducted over a period of five weeks. Most learners were not from English-speaking backgrounds, but were taught in English. Twelve sub-categories emerged from the teachers' reflection, and these sub-categories were grouped into the four following categories: Teacher focus; Learner focus; Lesson design and Resources. Levels of reflection were deepest in cycle two, a finding in keeping with other similar studies. All dimensions of the Knowledge Quartet were included in the teachers' reflections. However, the focus of experienced teachers differed from that of inexperienced teachers. Action research is based on the assumption that the answers to the research questions posed in a specific study are unique to that study. Since the group dynamics and the relationships within the group are fundamental to action research, any outcomes apply only to a specific group in a specific context and cannot be generalised; this rule applies to Lesson Study. However, I trust that the findings of this study will contribute towards the body of knowledge concerning the use of Lesson Study as a professional development programme which enables teachers to become reflective practitioners and assists them in growing their knowledge for teaching, individually and collectively. Future research could investigate the suitability of Lesson Study for in-service teacher development through all phases of schooling. bs2026 Science, Mathematics and Technology Education MEd Unrestricted SDG-04: Quality education SDG-10: Reduced inequalities 2017-06-08T13:07:09Z 2017-06-08T13:07:09Z 2017-05-04 2016 Dissertation Reynolds, MSJ 2016, Mathematics teachers' reflection in the context of lesson study and the development of their knowledge for teaching, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/60976> A2017 http://hdl.handle.net/2263/60976 en © 2017 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Lesson Study Content of reflection Level of reflection Knowledge Quartet Education theses SDG-04 Education theses SDG-10 Mathematics teachers' reflection in the context of lesson study and the development of their knowledge for teaching |
| title | Mathematics teachers' reflection in the context of lesson study and the development of their knowledge for teaching |
| title_full | Mathematics teachers' reflection in the context of lesson study and the development of their knowledge for teaching |
| title_fullStr | Mathematics teachers' reflection in the context of lesson study and the development of their knowledge for teaching |
| title_full_unstemmed | Mathematics teachers' reflection in the context of lesson study and the development of their knowledge for teaching |
| title_short | Mathematics teachers' reflection in the context of lesson study and the development of their knowledge for teaching |
| title_sort | mathematics teachers reflection in the context of lesson study and the development of their knowledge for teaching |
| topic | UCTD Lesson Study Content of reflection Level of reflection Knowledge Quartet Education theses SDG-04 Education theses SDG-10 |
| url | http://hdl.handle.net/2263/60976 |