Professional Development of Mathematics teacher through Lesson Study in Savannakhet Teacher Training College
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Abstract
Continuing Professional Development (CPD) of in-service teachers training
program in Laos is one of the focuses of the government to improve a quality of
classroom teaching and performance of students, so the effective teachers can be
enhancing professional development in actual classroom practice. In this paper we
present a case study of fourteen mathematics teachers in Savannakhet Teacher
Training College (STTC) in Laos working in a Lesson Study (LS) team that prepared
for improve teaching and learning mathematics. The Lesson Study process included
preparing,observing,and reflectingtheteachinginmathematicsclass.The dataclearly
showed that thecollaborativeenvironment throughout theLessonStudyenabled the
teachers to increase their content knowledge andpedagogical knowledge in teaching
mathematics, the student learning outcome also improved by the process of Lesson
Study.
Article Details
- ต้นฉบับที่ได้รับการตีพิมพ์ในวารสารวิชาการ มหาวิทยาลัยราชภัฏบุรีรัมย์ สาขามนุษยศาสตร์และสังคมศาสตร์ ถือเป็นกรรมสิทธิ์ของมหาวิทยาลัยราชภัฏบุรีรัมย์ ห้ามนำข้อความทั้งหมดหรือบางส่วนไปพิมพ์ซ้ำเว้นเสียแต่ว่าจะได้รับอนุญาตจากมหาวิทยาลัยฯ เป็นลายลักษณ์อักษร
- เนื้อหาต้นฉบับที่ปรากฏในวารสารเป็นความรับผิดชอบของผู้เขียน ทั้งนี้ไม่รวมความผิดพลาด อันเกิดจากเทคนิคการพิมพ์
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