Mathematics teachers’ perception of lesson study as a continuous professional development programme

Suhaili, Ade Shahren and Khalid, Madihah (2011) Mathematics teachers’ perception of lesson study as a continuous professional development programme. Journal of Science and Mathematics in Southeast Asia, 34 (1). pp. 67-89. ISSN 0126-7663

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Abstract

Lesson Study can be viewed as a continuous development programme because it offers teachers support in an environment unlike other traditional continuous development programmes. In this study, 28 primary mathematics teachers were surveyed and 4 out of the 28 were interviewed to examine how they perceived Lesson Study as professional development. Data were also obtained from reflective journal of four of the teachers. Three themes related to the positive aspect of teachers’ perceptions of Lesson Study as a professional development and the journals of the teachers suggests the following: Lesson Study promotes the practice of teaching innovatively; Lesson Study provides teachers with a platform to improve and reflect their own teaching; Lesson Study has many advantages compared to other professional development programmes.

Item Type:	Article (Journal)
Additional Information:	7009/36766
Uncontrolled Keywords:	Lesson study, mathematics teacher’s perceptions, continuous professional development, primary Brunei teachers
Subjects:	L Education > L Education (General)
Kulliyyahs/Centres/Divisions/Institutes (Can select more than one option. Press CONTROL button):	Kulliyyah of Education
Depositing User:	dr Madihah Khalid
Date Deposited:	30 May 2014 12:23
Last Modified:	07 Mar 2015 08:41
URI:	http://irep.iium.edu.my/id/eprint/36766

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