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Mathematics Teacher Education and Development, v13 n1 p94-114 2011

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. (Contains 1 table.)

Descriptors: Faculty Development, Professional Development, Teaching Methods, Mathematics Education, Mathematics Instruction, Mathematics Teachers, Lesson Plans, Reflective Teaching, Learner Engagement, Observation, Foreign Countries, Primary Education

Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted[at]merga.net.au; Web site: http://www.merga.net.au/

Autor: Hunter, Jodie; Back, Jenni

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1060&id=EJ960951

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