Abstract
The efficiency and effectivity of the learning experience is dependent on the teacher quality, thus, enhancing teacher’s quality is vital in improving the students learning outcome. Since, the usual top-down one-shot cascading model practice for teachers’ professional development in Philippines has been observed to have much information dilution, and the Southeast Asian Ministers of Education Organization demanded the need to develop mathematics teachers’ quality standards through the Southeast Asia Regional Standards for Mathematics Teachers (SEARS-MT), thus, an intensive, ongoing professional development model should be provided to teachers. This study was undertaken to determine the impact of Lesson Study on Bulua National High School mathematics teachers’ quality level in terms of SEARS-MT dimensions. A mixed method of quantitative–qualitative research design was employed. Results of the analysis revealed that Lesson Study effectively enhanced mathematics teachers’ quality and promoted teachers professional development. Teachers positively perceived Lesson Study to be beneficial for them to become a better mathematics teacher.
Highlights
IntroductionDesigning and preparing a lesson is usually an individual teacher’s task
Lesson planning in the Philippines teaching practice has been an isolated work
This paper aims to assess Bulua National High School mathematics teachers’ quality level in terms of the SEARS-MT dimensions, and explore the use of Lesson Study (LS) to enhance mathematics teachers’ quality and to promote teachers professional development (TPD)
Summary
Designing and preparing a lesson is usually an individual teacher’s task It is an individual teacher’s responsibility to decide how the lesson will be delivered, what materials to be used and how students be evaluated. This indicates that the efficiency and effectivity of the learning experience is dependent on the teacher’s ability and quality. Wenglinsky (2001) added that teacher quality has significant effect on student achievement. He stressed that high-quality professional development focusing on higher-order thinking skills and diversity issues does appear to strongly influence classroom practice. As a matter of fact, teacher quality and classroom practice have an equal to or exceeding effect on student achievement than socioeconomic status
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