Improving mathematics instruction and supporting teacher learning in Korea through lesson study using five practices

Jeongsuk, Pang

doi:10.1007/s11858-016-0768-x

Cited by 34 publications

(44 citation statements)

References 16 publications

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“…As a result, as supported by the findings of the present study, lesson study can be used both as an effective tool to improve classroom practice and therefore student learning as well as supporting teachers' professional development, which is also confirmed by the results of national or international studies on this topic (Bayram & Bıkmaz, 2018;Boran & Tarım, 2016;Coenders & Verhoef, 2018;Coşkun, 2017;DeLucia, 2006;Kıncal & Beypınar, 2015;Pang, 2016;Songül, Delialioğlu & Özköse Bıyık, 2018;Suhaili, Shahrill & Khalid, 2014;Yüzbaşıoğlu, 2016). However, teachers who apply this approach should be supported by school administrators and they should be motivated to use this professional development approach frequently and continuously.…”

Section: Discussionsupporting

confidence: 82%

“…Participant teachers stated that they were able to meet their colleagues to cooperate with them, especially with the help of this method; they collaborated, exchanged ideas and had the opportunity to observe different practices and activities other than their own. There are many studies supporting these findings in the related literature (Bayram & Bıkmaz, 2018;Boran & Tarım, 2016;Coenders & Verhoef, 2018;Coşkun, 2017;DeLucia, 2006;Pang, 2016;Songül, Delialioğlu & Özköse Bıyık, 2018;Özdemir-Baki & Işık, 2018;Suhaili, Shahrill & Khalid, 2014). For example, Bayram and Bıkmaz (2018) found in their study that the lesson study contributed to the professional development of lecturers in terms of planning a lesson with others, adopting student-centered teaching, focusing on students, and developing time management skills.…”

Section: Discussionmentioning

confidence: 75%

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Implementation of the Lesson Study as a Tool to Improve Students' Learning and Professional Development of Teachers

Özdemir¹

2019

PER

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Continuous professional development is a process that requires constant and active learning for a teacher throughout his/her professional life. In this process, teachers are expected to perform activities aiming at increasing both their professional development and the quality of teaching within the classroom. One of these is lesson study. This study examined the effect of the lesson study as a tool to improve professional development of teachers, as well as student learning. Case study, one of the qualitative research methods, was used. Participants were two primary school teachers. Data were obtained from observations and field notes taken during the teaching of the course alongside data coming from teachers' reflective diaries and interviews held with the teachers. The findings of the study showed that the lesson study activity contributed considerably both to the professional development of the teachers and the students' learning. Thanks to the studentcentered activities (narration, picturizing and drama) which were carried out within the scope of the applied research lesson, almost all students in the class were actively involved in the lesson, especially those who had relatively worse reading comprehension skills and who had difficulty in self-expression started to give better answers and also expressed what they read in a better manner. In addition, teachers stated that lesson study contributed to their professional development by helping them solve the problem they faced paving the way for the application of different teaching methods and activities, collaboration with each other, exchanging of opinions about the problem, and recognizing different methods, techniques and practices pertaining to the profession.

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Section: Discussionsupporting

confidence: 82%

Section: Discussionmentioning

confidence: 75%

Implementation of the Lesson Study as a Tool to Improve Students' Learning and Professional Development of Teachers

Özdemir¹

2019

PER

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“…Changes also occur in education system in Indonesia (Djamahar et al, 2019;Djamahar, Ristanto, Sartono, Ichsan, & Muhlisin, 2018) that require a thorough transformation of learning process so that teachers in Indonesia could adapt to the existing condition. It is expected that teacher quality could be developed that could improve learners' knowledge quality, training, equity and achievement (Lewis, 2016;Pang, 2016;Ristanto, Zubaidah, Amin, & Rohman, 2018a). Education system improvement needs to consider educational principles.…”

Section: Pendahuluanmentioning

confidence: 99%

Biology Teachers: Knowledge in Authentic Assessment Through Cooperative Integrated Reading and Composition Based Scientific Approach (Cirsa)

Ristanto

Djamahar²,

Darmawan³

2020

indonesian.j.of.science.and.education

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<span>Evaluation activities of biology learning process for learners is teachers’ and education units’ responsibility. An authentic assessment is crucial to be implemented in the learning process so that learners could be guided to have abilities in knowledge as well as attitudes and skills. The research aims in 2019 is to observe 50 biology teachers’ differences in biology teachers’ skills in Bekasi Regency, Indoensia in mastering authentic assessment knowledge in biology learning before and after the implementation of training activities through a Scientific Approach-based Cooperative Integrated Reading and Composition (Cirsa). Cirsa, a learning developed by integrating a CIRC-based scientific approach, axpected to facilitate teacher learning in accordance with the objectives. The research is a quasi-experiment using one group pretest-posttest design. The research independent variable includes Cirsa learning model, whereas the dependent variable is concept understanding of authentic assessment. The research data are analyzed using descriptive statistics that encompasses teachers’ response on learning and analysis of average pretest and posttest. The research results indicate that there is an influence of Cirsa learning application on the concept mastery of authentic assessments of Biology teachers</span><span lang="EN-US">.</span>

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“…Considering all these components, the "Lesson Study Model", which increases the awareness of teachers, focuses on student reasoning, and enables the implementation of the lesson plan and then the revised lesson plan to a different group in classroom settings, is expected to contribute to this process. The "lesson study", which has been widely used in recent years, is a professional development model that aims to bring teachers together in the lesson planning process to conduct in-depth research on the subject, choose the tasks that they think will contribute the most to student learning, and elicit the best teaching practices by revising the applications through the reflections made after the implementation process (Baki, Erkan, & Demir, 2012;Bozkurt & Yetkin-Özdemir, 2016;Bradshaw & Hazell, 2017;Kanbolat, 2015;Pang, 2016). Lesson Study focuses on student thinking.…”

Section: Introductionmentioning

confidence: 99%

“…Tüm bu bileşenler göz önüne alındığına öğretmenlerin farkındalıklarını arttıran, öğrenci düşünmelerini odağa alan, hazırlanan ders planının sınıf ortamlarında uygulanması ve sonrasında revize edilerek farklı gruplarda da uygulanmasına olanak sağlayan Ders İmecesi Modeli'nin bu sürece katkı sağlayacağı düşünülmektedir. Uluslararası alan yazında "lesson study" olarak ifade edilen ders imecesi modeli, öğretmenlerin dersi planlama süreçlerinde bir araya gelerek konu ile ilgili derinlemesine araştırma yapmalarını, öğrenci öğrenmesine en çok katkı sağlayacağını düşündükleri etkinlikleri seçmelerini ve uygulama sürecinden sonra yapılan yansımalarla uygulamaların tekrar gözden geçirerek en iyi öğretim pratiklerini ortaya çıkarmalarını amaçlayan bir mesleki gelişim modelidir ve son yıllarda yaygın olarak kullanılmaya başlanmıştır (Baki, Erkan ve Demir, 2012; Bozkurt ve Yetkin-Özdemir, 2016; Bradshaw ve Hazell, 2017; Kanbolat, 2015;Pang, 2016). Ders imecesinin tüm süreçlerinde odakta öğrenci düşünceleri vardır.…”

Section: Introductionunclassified

Development of Mathematics Teachers’ Moves That Support Students’ Reasoning Through Lesson Study

Pehlivan¹,

Güzel²

2020

Turkish Journal of Computer and Mathematics Education (TURCOMAT)

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Improving mathematics instruction and supporting teacher learning in Korea through lesson study using five practices

Cited by 34 publications

References 16 publications

Implementation of the Lesson Study as a Tool to Improve Students' Learning and Professional Development of Teachers

Implementation of the Lesson Study as a Tool to Improve Students' Learning and Professional Development of Teachers

Biology Teachers: Knowledge in Authentic Assessment Through Cooperative Integrated Reading and Composition Based Scientific Approach (Cirsa)

Development of Mathematics Teachers’ Moves That Support Students’ Reasoning Through Lesson Study

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