School-based mathematics teacher professional learning: A theoretical position on the lesson study approach

Duncan Mhakure

doi:10.15700/saje.v39ns1a1754

Abstract

This theoretical paper focuses on how school-based continuous professional development (CPD) for mathematics teachers in schools located in disadvantaged areas can be carried out using the lesson study approach. School-based CPD is based on the notion that teachers need real-time and on-site professional training tailored to improve the instructional practices unique to their school and classroom contexts. The paper seeks to address the research question: How can a lesson study [or research lesson] be used in the school-based CPD of mathematics teachers in schools located in disadvantaged areas? Empirical evidence from lesson study research suggests that it is an effective tool for CPD activities because it is school-centred, focuses on learner learning, and draws on the collective and collaborative experiences of teachers working in the same school mathematics department. Therefore, this paper significantly contributes to theoretical and practical debates on school-based CPD activities in schools located in disadvantaged areas, using lesson study. Further research would necessitate a focus on understanding how the social learning processes within school-based CPD can be linked to school contexts.Keywords: continuous professional development; lesson study; mathematics noticing; research lesson

Highlights

This position paper focuses and discusses school-based mathematics teacher continuous professional development (CPD) learning in schools located in disadvantaged areas in the South African mathematics education context
At the beginning of the research lesson cycle, the group of teachers should have a clear focus on what they need to improve as far as their learners’ learning is concerned (Dudley, 2015; Huang et al, 2016; Leavy & Hourigan, 2018). This position paper supports and acknowledges the role tha t lesson study ca n pla y in the CPD of ma thematics teachers in schools located in disadvantaged areas in South Africa
Learner performance in schools located in disadvantaged areas is poor and is likely to remain so for the foreseeable future, unless there is a shift in terms of the MKT of teachers – lesson study as CPD can help to achieve the goal of developing teachers’ MKT in these schools

Summary

Introduction

This position paper focuses and discusses school-based mathematics teacher CPD learning in schools located in disadvantaged areas in the South African mathematics education context. In the context of this paper, “disadvantaged areas” refers to geographical locations where low-income earners reside. Schools located in these areas are usually under-resourced. The purpose of this paper is twofold: to significantly contribute to deeper theoretical understanding and debates about school-based CPD for mathematics teachers, as well as identifying ways in which the lesson-study approach can be used for teacher learning in schools located in disadvantaged areas. Research on lesson study as a form of CPD in the South African mathematics context is scarce. Research in the past three decades reports that, on the one hand, teachers who are exposed to “frequent, rich learning opportunities have in turn been helped to teach in more ambitious and effective ways” (Little, 2012:1), while, on the other hand, teachers who experience sporadic, superficial, and disconnected CPD activities are left disappointed by limitations in learning opportunities (DeMonte, 2013)

Objectives

Conclusion