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Permanent link (DOI): https://doi.org/10.7939/R33W5N

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Lesson Study: Mathematics teachers become the professionals in their professional development Open Access

Descriptions

Other title
Subject/Keyword
Mathematics
Lesson Study
Professional Development
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Harle, Joanne
Supervisor and department
Simmt, Elaine (Secondary Education)
Examining committee member and department
Glanfield, Florence (Secondary Education)
McGarvey, Lynn (Elementary Education)
Department
Department of Secondary Education
Specialization

Date accepted
2009-08-05T21:43:30Z
Graduation date
2009-11
Degree
Master of Education
Degree level
Master's
Abstract
This research begins with an argument for the implementation of a professional development model that would empower mathematics teachers to make changes to their mathematical teaching practices. As this argument evolves so does the need for further investigation into what key components are necessary for effective professional development. What emerges from this investigation is the discovery of a Japanese professional development model known as Lesson Study. This research includes a case study that allows for an exploration of mathematics teachers as they, using the Japanese Lesson Study process, collaboratively research, implement, and reflected upon how this alternative professional development model influences changes in their mathematical teaching practices. The three mathematics teachers in this case study provide evidence and support for how Lesson Study can be used as an effective professional development model while providing the opportunity for teachers to be the professionals in their professional development.
Language
English
DOI
doi:10.7939/R33W5N
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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