Capturing Changes and Differences in Teacher Reflection through Lesson Study: A Comparison of Two Culturally Diverse Malaysian Primary Schools

Abstract

This chapter discusses the changes and differences in the levels of teacher reflection as they engaged in the lesson study (LS) process. Two culturally diverse primary schools were selected to form a LS group each. These schools were culturally different in terms of medium of instruction and ethnicity. Six mathematics teachers from School A and three mathematics teachers from School B participated in this study. Both groups conducted five LS cycles. The research lesson taught in each cycle varies in topic and grade level. Data were collected through video recording of lesson observation, reflection sessions, and interviews with the teachers and selected pupils. In this study, Hatton and Smith’s four-level reflection framework (descriptive story, descriptive reflection, dialogic reflection, and critical reflection) was used as a basic structure to capture the changes in teacher reflection across the five LS cycles. Using the same framework, the differences in reflection between the two LS groups were also compared. Analysis of the data revealed that there were some slight and gradual changes in the levels of teacher reflection as they progressed from the first to the fifth reflection session. At the earlier LS cycles, teacher reflection was mainly at descriptive story level. However, their reflection gradually advanced to a higher level, the dialogic reflection at the later cycles. Although both groups were culturally different, there were not much observable differences in their levels of reflection after completing five LS cycles. This study suggests that LS as a teacher professional development program is able to nurture and foster the quality of teacher reflection.