Using a creativity framework to promote teacher learning in lesson study

González, Gloriana; Deal, Jason T.

doi:10.1016/j.tsc.2017.05.002

Cited by 23 publications

(19 citation statements)

References 19 publications

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“…Following Gian's comments in which he established that finding a location for a fast food restaurant would be more appealing to students than a grocery store, the participants referred to another problem, “the hospital problem.” Alexa and Madeline introduced the hospital problem during the instructional materials research step of lesson study in the first study group session. In that session, the participants shared their typical lessons for teaching perpendicular bisectors (González & Deal, ). The hospital problem involves finding the best location for a hospital considering three cities in neighboring states (Zbiek & Foletta, ).…”

Section: Findings and Discussionmentioning

confidence: 99%

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Teachers' Understandings of Realistic Contexts to Capitalize on Students' Prior Knowledge

González

2017

School Sci & Mathematics

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The theory of realistic mathematics education establishes that framing mathematics problems in realistic contexts can provide opportunities for guided reinvention. Using data from a study group, I examine geometry teachers' perspectives regarding realistic contexts during a lesson study cycle. I ask the following. (a) What are the participants' perspectives regarding realistic contexts that elicit students' prior knowledge? (b) How are the participants' perspectives of realistic contexts related to teachers' instructional obligations? (c) How do the participants draw upon these perspectives when designing a lesson? The participants identified five characteristics that are needed for realistic contexts: providing entry points to mathematics, using “catchy” and “youthful” contexts, selecting personal contexts for the students, using contexts that are not “too fake” or “forced,” and connecting to the lesson's mathematical content. These characteristics largely relate to the institutional, interpersonal, and individual obligations with some connections with the disciplinary obligation. The participants considered these characteristics when identifying a realistic context for a problem‐based lesson. The context promoted mathematical connections. In addition, the teachers varied the context to increase the relevance for their students. The study has implications for supporting teachers' implementation of problem‐based instruction by attending to teachers' perspectives regarding the obligations shaping their work.

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Section: Findings and Discussionmentioning

confidence: 99%

“…The animation discussions were part of the instructional materials research step and were intended to spur ideas for creating a problem for the research lesson (González & Deal, ). In this step, the participants also studied curricular materials, wrote sample problems, and selected one problem for the research lesson.…”

Section: Participants and Data Sourcesmentioning

confidence: 99%

Teachers' Understandings of Realistic Contexts to Capitalize on Students' Prior Knowledge

González

2017

School Sci & Mathematics

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“…Reflective activity which based on student study result evaluation can give positive impact toward refinement which done by teacher to next learning (Rhoads & Webber, 2016;Nevgi & Löfström, 2015;Sööt & Viskus, 2015;LaBoskey, 2010;Rauduvaitė, Lasauskienė & Barkauskaitė, 2015;Pleschová & McAlpine, 2016;González & Deal, 2017). But reflection toward study result evaluation cannot become the only source in order to do reflective their performance.…”

Section: Discussionmentioning

confidence: 99%

Teacher Professional Competency Analysis: Implementation Aspect of Continuous Professional Development (CPD)

Safitri¹,

Sutrisno²

2017

JPBM

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The purpose of this study was to identify the practice of teacher reflection as the basis for the implementation of Sustainable Professionalism (PKB) program based on Permendiknas No. 16/2007 at SMKN 2 Kediri. This research is qualitative with phenomenology design. The informants of this research are principal, productive teacher of marketing, vice principal, teacher and marketing teacher. Technique of data collecting done by in-depth interview and documentation. The validity of the data using technique triangulation and source. Data analysis using Miles and Huberman interactive models, extension of observation, and referential adequacy. The results showed that the reflection was not used as the basis of CLA and the teachers did not implement the CLA planning. Elements of PKB activities have been in accordance with the guidelines of selfdevelopment and scientific publications. PKB activities have an impact on teacher groups that discuss research issues, more varied and contextual KBM, and administrative demands for teachers.Keyword: Teacher professional competency, continuous professional development (CPD), reflective practice.

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“…Selanjutnya adalah penelitian tindakan yang berupa pengalaman para guru dibeberapa sekolah di Islandia sehingga mereka memperoleh kepekaan pedagogis untuk membentuk kreatifitas pada siswa-siswa mereka melalui penelitian tindakan kelas, pengalaman tersebut menunjukkan eksperimen yang mereka lakukan, resiko yang mereka ambil, kebebasan berpikir yang mereka pantau serta flekisbilitas yang mana kesemuanya itu untuk meningkatkan kemampuan berpikir siswa (Jónsdóttir, 2017). Studi selanjutnya yaitu kerangka kerja kreatifitas yang ditanamkan kepada para guru di Jepang agar dengan mengembangkan sumber daya pengajaran dan pembelajaran melalui pengembangan ide-ide kreatif dalam pembelajaran dan perancangan tugastugas yang berlandas pada pengetahuan yang sudah ada pada siswa untuk kemudian dikembangkan menjadi pengetahuan baru (González & Deal, 2019 (Fauzi et al, 2019).…”

Section: A Pendahuluanunclassified

Peran Guru dalam Pembelajaran Kreatif Bahasa Arab ditinjau dari Perspektif Al-Qur’an

Sari

2020

Arabia

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Al Qur'an has taught us to be creative, it is stated in several verses in the Qur'an that told about creativity. In order to foster an attitude of creativity in learning Arabic, the teacher can take a role in each learning starting from preparation, process and evaluation. This article aims to explain the verses of al Qur'an that show the importance of an Arabic teacher being creative in order to enhance Arabic learner skills. In addition, this article aims to reveal the role of the teacher in creative learning of Arabic in terms of the verses of al Qur'an. This research is a type of library research that used qualitative as a method. The results of this study were that the verses that contain creative suggestions are alinfithar 8, at-taghabun 3, al-a'raf 11, ghafir 64, ali imran 6 and al-hasyr 24. The core of the teacher's role in Arabic creative learning according to the perspective of the Qur'an is the teacher creating, making, composing, shaping and describing things that are related in learning Arabic for learners.

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Using a creativity framework to promote teacher learning in lesson study

Cited by 23 publications

References 19 publications

Teachers' Understandings of Realistic Contexts to Capitalize on Students' Prior Knowledge

Teachers' Understandings of Realistic Contexts to Capitalize on Students' Prior Knowledge

Teacher Professional Competency Analysis: Implementation Aspect of Continuous Professional Development (CPD)

Peran Guru dalam Pembelajaran Kreatif Bahasa Arab ditinjau dari Perspektif Al-Qur’an

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