Abstract
The aim of this study was to analyze the process for changing values about teaching mathematics for teachers in a pilot school implementing Lesson Study and Open Approach. The study was structured through a questionnaire survey of 83 teachers in 4 pilot schools. Case studies were then conducted with 3 of the teachers and involved participatory observations and video recording in 3 phases of Lesson Study, interviews and document analysis. Theoretically, the conceptualization of professional development with Lesson Study and Open Approach, values change (Rescher, 1969 cited in Seah, 2004) and change process (Fullan, 1985; Joyce & Showers, 1980) helps to explain the process for changing values about teaching mathematics. The study shows that teachers in a pilot school implementing Lesson Study and Open Approach have developed a new view and values about teaching mathematics (e.g. values in designing lesson plans, values in teaching practice, values in classroom assessment). The components were essential for changing teachers values about teaching mathematics and consisted of 1) Teachers participating and learning about the underlying theoretical principles of Lesson Study and Open Approach 2) Practicing weekly cycles of Lesson Study into school culture 3) Seeing Lesson Study and Open Approach demonstrated from expert and Japanese teachers 4) Ongoing coaching or support from the project and 5) Obtaining feedback from outsiders such as educators, parents, school board members etc.
Highlights
Professional development can be modeled in a various ways
Lesson Study refers to a major form of professional development and professional learning chosen by Japanese teachers, an approach to instructional development, and provides a powerful mechanism for a system-wide improvement of education that has spread rapidly in North America and other countries (Stigler & Hiebert, 1999; Fernandez & Yoshida, 2004; Wang-Iverson & Yoshida, 2005; Baba, 2007; Inprasitha, 2010; Lewis, 2002, 2011)
The results of the study from document analysis, questionnaire, participatory observations, video recordings and interviews of teachers and students found teacher professional development with Lesson Study and Open Approach was different from Thai traditional teacher professional development which often used short term training and have no continuous monitoring
Summary
Some researchers view professional development as a “training model” and other researchers view “the sociocultural model” (Johnson, Lustick, & Kim, 2011). It seems that neither one may be able to reveal a complete picture of professional development and a system-wide improvement of education. Teaching is a cultural activity (Stigler & Hiebert, 1999) and because of the different cultural backgrounds and values about teaching mathematics between Thai teachers and Japanese teachers, it is not to easy to implement Lesson Study and Open Approach in Thai schools as mentioned by Inprasitha (2010). Mathematics classrooms can be regarded as places where values are expressed, communicated and learned (Bishop et al, 2003)
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