From Defining as Assertion to Defining as Explaining Meaning: Teachers' Learning through Theory-Informed Lesson Study

Autor/inn/en	Adler, Jill; Mwadzaangati, Lisnet; Takker, Shikha
Titel	From Defining as Assertion to Defining as Explaining Meaning: Teachers' Learning through Theory-Informed Lesson Study
Quelle	In: International Journal for Lesson and Learning Studies, 12 (2023) 1, S.38-51 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Adler, Jill)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-8253
DOI	10.1108/IJLLS-02-2022-0029
Schlagwörter	Foreign Countries; Teacher Improvement; Teacher Collaboration; Faculty Development; Communities of Practice; Mathematics Teachers; Geometry; Secondary School Teachers; Secondary School Mathematics; Language Usage; Mathematics Instruction; Malawi + Suchen Sie Ihr Suchwort? Ausland; Lehrerkooperation; Community; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Geometrie; Sprachgebrauch; Mathematics lessons; Mathematikunterricht
Abstract	Purpose: The aim is the introduction of lesson study (LS) in geometry in Malawi secondary schools supported by a teaching framework that includes a focus on language responsive teaching. Design/methodology/approach: The study reports an LS on geometry for professional development (PD) of secondary teachers. Data analysed includes lesson plans, transcripts of lessons, reflective discussions. The analytical approach is qualitative content analysis. Findings: Teachers' lexicalisation of an exterior angle of a triangle evolved as a function of a teaching framework that guided their participation in planning, teaching and reflecting through LS cycle, and that was derived from networking between theories. Research limitations/implications: This is both a small-scale study, and a limited content focus in the lesson, a function of LS being a new practice, and teachers simultaneously learning ideas about geometry teaching, those embedded in the framework and doing LS. Practical implications: The paper includes a description of how LS might contribute to teachers' learning of language responsive teaching, and so is useful for others working on LS and language practices. Originality/value: This paper fulfils an identified need to learn more about how networking theories to inform and support LS can create learning opportunities for teachers, particularly about language responsive teaching, an interest and concern worldwide. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01