Implementing Lesson Study as a Professional Development Approach for Early Grade Teachers: A South African Case Study

Autor/inn/en	Helmbold, Erika; Venketsamy, Roy; van Heerden, Judy
Titel	Implementing Lesson Study as a Professional Development Approach for Early Grade Teachers: A South African Case Study
Quelle	In: Perspectives in Education, 39 (2021) 3, S.183-196 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
DOI	10.18820/2519593X/pie.v39.i3.14
Schlagwörter	Professional Development; Elementary School Teachers; Primary Education; Mathematics Teachers; Program Effectiveness; Pedagogical Content Knowledge; Communities of Practice; Lesson Plans; Teacher Collaboration; Self Efficacy; Creative Teaching; Curriculum Development; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Primarbereich; Mathematics; Mathematik; Pädagogische Kompetenz; Community; Lesson planning; Unterrichtsplanung; Lehrerkooperation; Self-efficacy; Selbstwirksamkeit; Creative thinking; Teaching; Kreatives Denken; Unterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Lesson Study is an internationally recognised professional development approach for teachers. This case study explores the impact of implementing Lesson Study in the early grades of a South African primary school, pertinently targeting early childhood mathematics teachers. The evidence suggests that Lesson Study has the potential to positively influence content knowledge, pedagogical content knowledge, general professional development and creative teaching of early grade teachers. The study established that Lesson Study enhanced intergrade cooperation and curriculum development and flow. Participants regarded the collaborative experience as deeply enriching and fulfilling. Although some implementation challenges were encountered, these were not insurmountable and the overall benefits of Lesson Study outweighed the potential obstacles. (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: http://journals.ufs.ac.za/index.php/pie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01