Reflection on Lesson Study and Implementation for Enhancing Mathematics and Science Teaching and Learning in Rwandan Schools

Vedaste Mutarutinya,Gabriel Nshizirungu,Theophile Nsengimana

doi:10.11648/j.ml.20200604.12

Abstract

The impact survey of report on teaching and learning mathematics and science in Rwandan schools indicated different challenges featuring teachers in implementation of curriculum. Some of the challenges in mathematics and science topics for teachers and students are; inadequate skills for conducting science practical works and lack of permanent friendly professional development programme. This paper reflects on how these challenges could be addressed through lesson study approach in Rwandan context. The interpretivism approach will be used in this study and some of the related model about the lesson study description and implementation. Data were collected from the existing literature pertaining to lesson study and the accessed writings from countries which have embraced and implemented the lesson study in mathematics and science were considered. The analyzed data confirm positive impacts of lesson study towards the quality of teaching and learning of mathematics and science by improving teachers’ teaching competences as well as students’ academic achievement in the countries that have implemented it. Based on the findings, a lesson study is urged to be implemented and spread in Rwandan primary and secondary schools and also being initiated in teacher preparation programmes as one of school community of practice to nurture teachers’ competences for implementing the curriculum.

Highlights

IntroductionThe quality of education is very critical to any nation’s education, in the developing countries as those countries are aiming to achieve Sustainable Development Goals (SDGs), in which one of them is to “ensure inclusive and equitable quality of education and promote life-long learning opportunities for all” [23]
The quality of education is very critical to any nation’s education, in the developing countries as those countries are aiming to achieve Sustainable Development Goals (SDGs), in which one of them is to “ensure inclusive and equitable quality of education and promote life-long learning opportunities for all” [23].Achieving those goals largely depends on qualified teachers, since qualified teachers are said to be the most important persons in the process of curriculum implementation [2]
Acknowledging the role played by in-service professional development face to face the quality of teaching and learning through traditional cascade training approaches of top-down, there should be a ‘ lesson study’ approach of training as school-based training facilitated by teachers themselves and focuses on teachers’ knowledge and skills as well as schools and classrooms realities as highlighted by Leu [13]

Summary

Introduction

The quality of education is very critical to any nation’s education, in the developing countries as those countries are aiming to achieve Sustainable Development Goals (SDGs), in which one of them is to “ensure inclusive and equitable quality of education and promote life-long learning opportunities for all” [23]. Achieving those goals largely depends on qualified teachers, since qualified teachers are said to be the most important persons in the process of curriculum implementation [2]. Acknowledging the role played by in-service professional development face to face the quality of teaching and learning through traditional cascade training approaches of top-down, there should be a ‘ lesson study’ approach of training as school-based training facilitated by teachers themselves and focuses on teachers’ knowledge and skills as well as schools and classrooms realities as highlighted by Leu [13]

Methods

Results

Conclusion