Lesson Study as an Activity System for Mathematics Teachers Professional Development
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Abstract
The purpose of this research was to analyze structure of lesson study as an activity system for mathematics teacher professional development in schools innovated by lesson study and open approach. Target group were school administrators and teachers, pre-service teachers and grade 1-6 in the school project in Chiang Mai. Research data collected from participatory observation through the processes of lesson study in each school. The research results revealed that lesson study in mathematics in the project schools has followings the related components of the activity system: subject (teachers and administrator), object (enhancing students’ learning quality and teachers’ changing teaching approach), tools (open approach, problem-solving based mathematics textbooks), rules (rules for school practices in lesson study processes and open class), community (school lesson study team, teacher network, supervisors, experts from university and parents) and division of labor (subjects responsibilities, , school board and local educational service office’s supporting). The findings suggested that lesson study create sustainable professional learning community as outcome.
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