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

• Author / Creator

  Harle, Joanne

• 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.

• Subjects / Keywords

  • Lesson Study
  • Mathematics
  • Professional Development

• Graduation date

  Fall 2009

• Type of Item

  Thesis

• Degree

  Master of Education

• DOI

  https://doi.org/10.7939/R33W5N

• License

  This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.