Facilitating Sustainable Professional Development through Lesson Study

Jodie Hunter, Jenni Back

Abstract


Developing sustainable professional development which facilitates teachers of
mathematics to develop effective mathematics pedagogy has been a key aim in recent
years. This paper examines how lesson study can be used with networks of teachers
as a vehicle to promote and sustain professional development. Drawing on findings
from a year-long study involving four schools, the paper highlights how through the
process of collaboratively planning a lesson, observing and discussing it, teachers
were facilitated to adopt approaches to mathematics teaching that are aligned with
the factors identified as effective mathematics pedagogy. It also illustrates how lesson
study can support teachers to engage in a collaborative network, develop their
professional knowledge, and reflect on their teaching practice.

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