Lesson Observation Practice of Mathematics Teachers through School University Partnership Mediated by Lesson Study

Abstract

Background: Observation is a critical component of lesson study implementation. To perform high-quality lesson study, teacher must possess the ability to observe lessons in order to gather data, information or evidences of students’ learning. These data are beneficial for developing high-quality reflections that will help shape their future education. This practice develops into powerful components of the teacher professional development program. Objective of the Study: To examine pre-service and in-service mathematics teachers’ observation practice while participating in school university partnership mediated by lesson study (SUPER-LS) program. Methods: The case study technique was employed in this study, which included eleven prospective mathematics teachers from a university and four mathematics teachers from a secondary junior high school who were purposely selected to participate. They were recruited to the SUPER-LS program, trained in lesson study, and conducted lesson study cycles. Between August and December 2021, data were collected using a variety of instruments, including observation report, pre and post survey, which were then analyzed qualitatively. Results: It was found that teachers’ observation practice focused mostly on students learning involving students learning, students’ behavior and student’s disposition. However, there is still a few of pre-service teachers focusing on teacher performance and most the observation focus was stated generally without enough evidences and rigorous explanation. This study suggested that teachers require additional exposure to observe lesson in order to gain a thorough knowledge of their students’ learning and to provide meaningful feedback during reflection sessions which is salient in maintaining high quality lesson study.