Collaborative Lesson Research Articles

Evaluating intercultural learning materials from the RICH-Ed project through a non-essentialist perspective: Chinese University students’ and instructors’ perceptions

ABSTRACT Globalisation has increased cultural diversity in Chinese higher education, highlighting needs for intercultural competence development. However, suitable China-centric resources are lacking. This study evaluates intercultural learning materials developed by the RICH-Ed project, an intercultural communication textbook grounded in critical social constructionism and non-essentialist principles. The study employed a two-phase qualitative design, collecting data through questionnaires and interviews to understand students’ and instructors’ perceptions of the materials. The results indicate the RICH-Ed intercultural learning materials expanded students’ intercultural understanding. The interactive experiential learning activities enabled transformational self-reflection, challenging previous assumptions and developing appreciation for diverse perspectives. Similarly, the materials shaped instructors’ beliefs about intercultural communication. Instructors also experienced significant pedagogical shifts from essentialist to contemporary critical constructionist approaches. The collaborative lesson planning, observation, and reflection cycles built instructors’ confidence and competence in student-centred, dialogue-based methods aimed at intercultural learning goals. However, academic reading difficulties and the need for supplementary teacher training were issues identified. Recommendations include scaffolding comprehension through glossaries, discussions, and levelled reading; tailoring examples and roleplays for Chinese contexts; adding interactive multimedia; and expanding lesson studies. This utilisation-focused evaluation provides insights to strengthen emergent intercultural resources and training programmes in Chinese higher education.

Facilitating collaborative inquiry into practice around artifacts of mathematics teaching

AbstractAlthough there has been increasing attention to the importance of teacher agency in professional development, there has been little attention to what it takes to facilitate collaborative work that both centers teachers’ assets and expertise and leads to productive learning. This paper presents a framework for focused and responsive facilitation of productive discourse around instructional practice in teacher learning communities. Drawing on a situative perspective, we trace the development of six novice teacher leaders as they were mentored to lead online collaborative lesson design groups focused on analyzing artifacts of K-8 mathematics instruction in a large urban district in the US. Our framework articulates how leaders facilitated the discussions in ways that both built on teacher knowledge, experiences, and contributions while also focusing on professional learning goals. Our analysis also shows how rich learning opportunities were co-constructed and sustained by the mentors, teacher leaders, and participants in each group over time. Through narrative descriptions of one group, we show how the teacher participants began to take on some of the facilitation practices themselves as they apprenticed into the practices of the community. This approach to professional learning positions teachers’ experience and knowledge as important assets while supporting them to try out and reflect on new classroom practices.

Collaborative inquiry in action: a case study of lesson study for intercultural education

The evolving nature of intercultural education necessitates a shift from static to reflective pedagogies among teachers. This case study investigates the efficacy of a collaborative lesson study (LS) approach in enhancing Chinese university instructors' proficiency in participatory, non-essentialist intercultural teaching. Six English as a Foreign Language instructors at a Chinese university engaged in three iterative LS cycles over one month, integrating new intercultural communication materials into their classes. Data were collected through lesson documents, observations, discussions, and interviews. The immersive LS process significantly expanded instructors' understanding of key intercultural communication concepts, encouraged the adoption of more student-centered methodologies, and prompted critical reflection on prior cultural assumptions. The collaborative engagement facilitated a deeper theoretical grasp and practical application of non-essentialist principles. Challenges included time constraints due to teaching workloads, discomfort in peer feedback exchange, and a broader lack of coordinated intercultural teacher training. Despite these challenges, this study underscores the potential of LS as a robust model for advancing intercultural teaching capacity through collaborative inquiry. It hints at the promise of LS in bridging the theory–practice divide in intercultural education, paving the way for more nuanced, non-essentialist instruction.

사물인터넷(IoT)에 기반한 움직임 음악교육 시스템 개발 및 활용

The purpose of this research is to suggest the new approach of the music education that utilizes the IoT technology. To achieve this, we explored IoT and examined the AI, ICT and IoT tools currently used in music education. IoT technology offers advantages such as facilitating interactive communication, enabling easier interactions, and expanding the range of physical movements. However, most music education tools currently available on the market are primarily based on AI and ICT. Among the IoT-based tools, there were very few that used movement to teach music. Thus, the IoT-based movement music education system “Muvement” has been invented. This system is composed of the features ‘drawing movement’ and ‘making music'. Unlike traditional music education applications that rely on small screens of phones, tablets, or computer monitors, this technology enables learners to explore and learn musical elements by utilizing a larger space and engaging their entire bodies. Through this, learners can actively explore music with visual and auditory feedback and experience music in a creative way. This extends static and two-dimensional music activities into dynamic and three-dimensional experiences, opening up new possibilities for the future of music education. The technology can be used in various areas of music education such as performance, listening, and creation, as well as in collaborative lessons with other subjects like art and physical education. Outside of school, it can be used as a tool to enhance musical abilities and promote physical and mental health for different age groups, including young children, adults, and the elderly. Furthermore, it offers new approaches in the performing arts field and in rehabilitation therapy programs, expanding its social value and cultural impact. This study introduces the technology and its applications, highlighting the need for further research to concretely reveal the educational and physiological effects and significance of the technology in music education.

Challenges and Opportunities of Using Lesson Study in English Language Teaching Among Ecuadorian EFL Teachers

This paper explores the challenges and opportunities of implementing the lesson study model in English language teaching in four schools in Southern Ecuador for four months. Using an action research design through interviews, observations, and journals with a thematic analysis, the researchers were able to identify challenges of limited capacity of reflection and recognition of the activities that required improvement after English classes; limited capacity to provide truthful peer feedback; teachers’ incorrect notions about their performance in their classes; difficulties in following a collaborative lesson plan; and disconnection between class activities and the class content. The opportunities identified were teachers’ predisposition to collaborate; disposition to attend professional development courses; commitment to work extra hours in planning meetings; openness and desire to be observed in their classes; and willingness to share class materials and knowledge. The authors found a disconnect between teachers’ understanding of English language teaching and its proper application in class (from theory to practice). Also, rigid institutional teaching concepts, such as excessive institutional paperwork and activities not connected to developing students’ competencies, do not allow teaching innovations.

Curriculum leadership in a rural indigenous high school in Taiwan implementing the 108 Curriculum Guidelines

AbstractThe 108 Curriculum Guidelines (108CG) were implemented in high schools in Taiwan in 2019 and have increased the flexibility of curriculum offerings. Schools must now offer diverse curricula, flexible options and self‐directed learning courses based on students' needs and teachers' expertise. This study explores how rural high schools in Taiwan promote curriculum leadership following the implementation of the 108CG. Using a case school in southern Taiwan as the study site, it examines the current implementation of the 108CG in rural high schools, the processes and strategies that school members employ in applying curriculum leadership and the challenges they encounter. Six participants from the case school were interviewed, from August 2021 to May 2022. We also conducted observations and document analyses. The results show that the principal and mid‐level leaders' collaborative efforts are integral to advancing the 108CG. However, the school faces challenges in implementing the 108CG due to its environmental context. The principal's major challenge stems from the differing curriculum interpretations by tribal chiefs and families in the community. Mid‐level leaders also grapple with students' passive learning attitudes and the need for preparedness among teachers for curriculum reform. Although the 108CG have been in operation for more than 4 years, rural high schools continue to face challenges in implementing them. Introducing collaborative lesson planning and using checklists during curriculum review meetings could help track curriculum progress.

Partnerships in the recovery planning process: lessons from Puerto Rico after Hurricane Maria and Irma

PurposeTo assess which partnerships were most critical during the recovery planning process following Hurricanes Maria and Irma. We discuss the roles and impact of different types of partners, barriers and facilitators to partnerships and lessons in collaboration during the development of the economic and disaster recovery plan for Puerto Rico.Design/methodology/approachThe Homeland Security Operational Analysis Center (HSOAC) was tasked with assisting the Puerto Rican government with an assessment of damages from Hurricanes Maria and Irma and the development of the Recovery Plan. During the process, a small team compiled and coded a database of meetings with non-HSOAC partners. The team was divided into sector teams that mirrored FEMA’s Recovery Support Functions. Each sector completed two surveys identifying high impact partners and their roles and contributions, as well as barriers and facilitators to partnerships.FindingsA total of 1,382 engagements were recorded across all sectors over seven months. The most frequently identified high impact partners were federal and Puerto Rican governmental organizations partners. NGOs and nonprofits were noted as key partners in obtaining community perspective. Sector teams cited a lack of trust and difficulty identifying partners as barriers to partner engagement. Given the expedited nature of disaster response, establishing partnerships before disasters occur may help facilitate community input. Early networking, increased transparency and defining roles and responsibilities may increase trust and effectiveness among partnerships.Originality/valueTo our knowledge, this is one of the few studies that quantifies and illustrates the partnerships formed and their contributions during recovery planning, and lessons learned.

Enabling collaborative lesson research

AbstractIn this paper, we interrogate and justify the design of a local project that used collaborative design research in a secondary school in England. As authors, we represent teachers and teacher educators engaged in design research, whereby we acknowledge the difficulties implicit to university and school collaborations within a performative culture. Our analysis recognises the struggle for research‐informed professional judgement in the decision‐making and actions of educators that are situated in schools. A professional learning project is analysed to position teachers and teacher educators as practitioner researchers. In this respect, Stenhouse's work provides an analytical framework that is both a lens through which to interpret the nature of collaborations, as well as a methodology that allows us to understand the way in which we navigate the gap between educators' aspirations and the curriculum design and teaching within the project. The collaborative design research project was stimulated by an aspiration to make trigonometry accessible to low prior attaining pupils in a secondary mathematics classroom. This provides a stimulus for understanding the conditions that enable collaborative lesson inquiry and to question whether it can provoke raised aspirations for young people in inclusive classrooms. This allows us to understand the work of teachers as researchers and research users in an increasingly messy teacher education context. We interrogate the potentially problematic connection between research and practice within collaborative inquiry, as we understand how we enable research that is “held accountable for its relevance to practice” because “that relevance can only be validated by practitioners” (Stenhouse, 1988, p. 49).

Video-mediated collaborative lesson planning in virtual exchange among transnational teams of pre-service language teachers

AbstractVirtual exchange (VE) projects in pre-service language teacher education are increasingly being recognized as an innovative practice due to their affordances for providing teacher learning opportunities in technology-rich environments. This study aims to report these opportunities based on results from a VE project consisting of diverse teacher education activities, including lectures, webinars, asynchronous tasks, and synchronous video-mediated interactions. This project provides a medium for pre-service teachers to collaboratively design a lesson to be implemented in hybrid language learning environments. We specifically deal with the video-mediated interactions of the transnational groups of pre-service language teachers using multimodal conversation analysis (CA) as the research methodology and investigate VE phases to explore how their interactions become consequential for the final pedagogical design. The findings show that the pre-service teachers retrospectively orient to shared practices in the earlier phases of the VE project, and the deployment of retrospective orientation as an interactional resource creates interactional space for collaborative decision-making related to their pedagogical designs. We argue that tracking the video-mediated pedagogical interactions of the pre-service teachers using CA is a methodological innovation that allows researchers to collect interactional evidence for the emergent teacher learning opportunities. The findings bring new insights to the role of the technology-mediated settings (e.g. VEs and telecollaboration) in language learning, teaching, and teacher education and in bridging different cultures, curricula, and physical spaces.

TPCK Investigation of Javanese Language Learning in Indonesian Elementary Schools: Application of Technology and a Pedagogical Approach

This research was conducted to explore the application of pedagogical content technology (TPCK) knowledge and the appropriate strategies used. This research aims to investigate the incorporation of technology and Javanese teaching in academic settings further. The quantitative research methodology covers Javanese educators and students in elementary schools throughout East Java. Data were collected through Google Forms and evaluated on the use of technology and educational techniques in acquiring Javanese. The research also highlights the beneficial influence of technology on Javanese language teaching. This research has identified several effective methods to incorporate technology into Javanese language education, such as the development of tailor-made applications and software to facilitate language learning, the use of digital resources such as video, audio, and images related to Javanese culture, and the implementation of collaborative lessons through online platforms. However, this study also reveals obstacles to implementing TPCK in Javanese language education, including limited technological devices, low-quality internet connections, insufficient guidance and support for teachers in TPCK development, and excess curriculum that hinders the potential of technology to improve language learning. The use of TPCK in Javanese education has contributed significantly to this research. It is essential to design more effective teaching materials for Javanese language teachers as they integrate technology into their teaching. Furthermore, the results of this research can also be used to develop better systems and policies that support the use of technology in Javanese language education in the Java region and Javanese communities outside the region.

PORTRAYING HOW GENRE-BASED APPROACH WAS EMPLOYED BY EFL TEACHER UNDER KURIKULUM MERDEKA

Merdeka Curriculum is a newly implemented curriculum in Indonesia, making it an important topic for discussion, particularly regarding the teaching approaches. However, there is limited research related to this matter. Therefore, this study aims to investigate the teaching approaches employed under Merdeka Curriculum. This qualitative research adopts a study design and involves observation. The data are gathered from an English teacher in one of the junior high schools that has implemented Merdeka Curriculum. The findings indicate that the teacher implemented the Genre-based Approach in the EFL classroom, which is recognized by Merdeka Curriculum. However, it was found that one crucial stage known as the Joint Construction of the Text (JCoT) was missing in the implementation, and the teacher did not provide feedback to students. Therefore, it is important for teachers to incorporate various pedagogical strategies. These include visualization techniques, instructional house training, collaborative lesson study, and evidence-based professional development approaches like attending genre-based teaching workshops or seminars. By integrating these measures into their teaching repertoire, teachers can optimize their instructional practices and create a more motivating learning environment for students.

Enhancing Elementary Preservice Teachers’ Ability to Teach Chinese Content-exploring: An Example of a Lesson Study from a Professional Growth Community

<p>本研究組成包含師資培育大學國語文教師、國小教師及國小師資生之專業成長社群，依據課室研究（lesson study）的理念，進行國小國語文內容深究教學之共備觀議課。旨在探究此社群以課室研究理念進行共備觀議課對國小師資生國語文內容深究教學之增能，及其實施的歷程與對社群成員的影響。獲得以下結論：一、透過互動、交流及一對一的指導，國小師資生釐清內容深究教學的意涵，了解其教學的問題，增進實施國語文內容深究有效教學的知能；二、專業成長社群以互信的溝通、交流，深化國小師資生對於國語文內容深究教學的理解與運用，啟動內容深究教學知能的精進；三、專業成長社群依據課室研究的理念進行共備觀議課的歷程，結合理論與實務的互補、共學，促進社群成員國語文內容深究教學的啟發與成長；四、以課室研究理念進行共備觀議課，透過彼此交流凝聚共識，再而共同設計、觀察討論教學，師資培育大學國語文教師、國小教師及國小師資生由獲得深化國語文內容深究教學的訊息和知識，而省思教學強化專業知能。研究者依據探究結果提出相關建議，作為師資職前教育及研究之參考。</p> <p> </p><p>The Professional Growth Community（PGC）of this research included Chinese teachers at Teacher Education University and elementary school as well as elementary preservice teachers. Based on the concept and the process of lesson study, they collaboratively prepared lessons, observed and debriefed on Chinese content-exploring-teaching. The purpose of the study was to explore how the PGC constructed and practiced the process of collaborative lesson preparation, observation and debriefing, which is based on the concept of lesson study. It also discussed the impact on Chinese content-exploring-teaching competence of elementary preservice teachers and community members. The research findings can be summarized as follows: First, the lesson study process of PGC can effectively bridge theory and practice. Second, the lesson study process of PGC met the learning needs of elementary preservice teachers, activated the learning intelligence, and echoed the assumption of lesson study: Helping teachers to understand how students think and learn new things. Third, collaborative lesson preparation, observation and debriefing of lesson study concept was conducted through professional dialogue, co-design, observation and discussion of teaching. It enabled Chinese teachers at Teacher Education University and elementary school to acquire information and knowledge to deepen Chinese content-exploring-teaching. Subsequently, they reflected on teaching to strengthen their professional competence. Fourth, based on the concept of lesson study, the PGC deepened preservice teachers’ understanding and construction of Chinese content-exploring-teaching knowledge, and enhanced their professional competence of Chinese content-exploring-teaching design and performance. Based on the findings of the research, the researcher puts forward relevant suggestions as a reference for elementary preservice teacher education and research.</p> <p> </p>

Three Taiwanese elementary school English teachers’ pedagogical and collaborative practice of glocalization in CLIL lessons

ABSTRACT This case study explored three Taiwanese elementary school English teachers’ pedagogical and collaborative practice of glocalization in content and language integrated learning (CLIL) lessons. Based on the framework on English teachers’ designs and implementing glocalized CLIL lessons, the thematic analysis of the documents, observations of classroom practices and post-observation conferences, and interviews reached the following conclusion. Firstly, food was the major glocalized CLIL topic. Secondly, these three English teachers had positive attitudes towards their multimodal presentations of glocalized CLIL lessons. Thirdly, these three teachers possessed different levels of English language skills in their collaborative lesson planning. Fourthly, these teachers faced challenges in providing their learners with authentic tasks for pushed output (learners’ production of the language of learning and content knowledge for contextualized and meaningful use) and using English as the medium of instruction.

Methodical competence of a computer science teacher in education

This article explores the concept of methodical competence and its significance in enhancing teaching effec-tiveness. Methodical competence refers to the knowledge, skills, and abilities that enable teachers to plan, or-ganize, and deliver instruction effectively. The study aims to identify strategies to enhance methodical com-petence of Computer Science teachers and address the challenges faced by teachers in developing and apply-ing this competence.Through a comprehensive review of existing literature and an analysis of empirical stud-ies, this article provides insights into the content and components of methodical competence. It highlights the importance of goal setting, content selection, instructional strategies, assessment methods, and adaptability as key aspects of methodical competence.Based on the findings, the article proposes various strategies and in-terventions to enhance methodical competence, including professional development programs, mentorship, collaborative lesson planning, and reflective practice. These strategies aim to empower teachers to develop and apply effective instructional practices, resulting in improved student engagement and learning outcomes.Overall, this article emphasizes the importance of methodical competence in teaching and provides valuable insights and recommendations for educators, teacher trainers, and policymakers to promote effective teaching practices and enhance the overall quality of education.

Transdisciplinary academic-NGO collaborations for the resilience of food, energy, and water: a case study on the INFEWS-ER experience in post-disaster Puerto Rico

The communities of Puerto Rico are highly vulnerable to climate change as the archipelago has experienced a multitude of compounding crises and extreme weather events in recent years. To address these issues, the research, analysis, and design of grand challenge solutions for disaster-prone regions like Puerto Rico can utilize collaborative transdisciplinary efforts. Local non-governmental and community-based organizations have a pivotal role in the reconstruction processes and the building of community and environmental resilience in underserved communities. This paper contributes an empirical case study of an online transdisciplinary collaboration between a group of academics and a Puerto Rican non-governmental organization, Caras con Causa. From participant observation, it includes a document analysis of meeting notes with cohort members who were involved in a collaborative National Science Foundation Project, The INFEWS-ER: A Virtual Resource Center Enabling Graduate Innovations at the Nexus of Food, Energy, and Water Systems, with Caras con Causa between October 2020 and April 2021. Caras con Causa focuses on uplifting Puerto Ricans by creating and administering environmental, educational, economic, and community programs, highlighting disaster relief and resilience to help Puerto Rican food, energy, and water systems. Eight key discussion themes emerged from the document analysis: team organization, collaboration with Caras con Causa, deliverables, team contributions, context understanding, participation outcomes, technology setup, and lessons learned. We analyze each of the emerging themes to explain how academics may use transdisciplinary skill sets in addition to standard disciplinary-based approaches or techniques to enhance the institutional capacity of a non-governmental organization doing community resilience work to benefit local food, energy, and water systems. While the learned lessons in this non-governmental organization-academic collaboration may be context-specific, we provide insights that may be generalizable to collaborations in comparable transdisciplinary settings.

Interdepartmental Collaborative Lesson Research (CLR) in a Japanese University

Lesson study (jugyō kenkyū) has unique benefits for both students and teachers, and it is one means of addressing what McKinley (2022) described as the teaching-research nexus. In this article, we provide details of our ongoing lesson study project in a Japanese university to demonstrate this. First, we review the theoretical background of lesson study and explain Collaborative Lesson Research (CLR), a particular form of lesson study which guided our project. Then, we explain how and why our group was formed. For our project, the research theme has been the implementation of active learning approaches to lead EFL students to develop a clearer and more critical understanding of course material in English. Then, we explain the process of our project, discuss key teacher learning, and present preliminary evidence of student learning. In doing so, we highlight the strengths and benefits of CLR and suggest additional key elements of effective projects. 授業研究は、学生のみならず教員にとっても有意義な経験をもたらし、それはMcKinley (2022)が提唱する教育と研究の関連性を扱うひとつの方法でもある。本論では、本学で現在進行中の授業研究プロジェクトを紹介することを通じこの関連性を提示する。まず、授業研究の理論的背景を概観し、授業研究における特定の形態である共同的授業研究（CLR）を説明する。さらにこのプロジェクトを実施することになったグループ形成に至る経緯を説明する。我々のCLRプロジェクトのテーマは、アクティブ・ラーニングのアプローチを通じ、英語の課題を明確かつ批判的にEFLの学生が理解できるように促すことである。次に、我々のCLRプロジェクトの過程、それに参加した教員の学び、そして学生の学びの初期段階の証拠を提示する。この試みを通じ、CLRアプローチの強みと有益性を強調しつつ、効果あるプロジェクトの鍵となる追加的要素を提案する。

Developing Mathematics teachers' attitude towards technology integration through school-based lesson design teams

PurposeThis study aims to investigate the development of Mathematics teachers' attitudes towards technology integration through collaborative lesson design activities as part of professional development.Design/methodology/approachThe pre-and post-test for non-equivalent comparison groups quasi-experiment was adopted as the study design where 125 participants were distributed into three groups in Dar es Salaam – Tanzania. Data analysis was done using gain in scores, t-test, split-plot analysis of variance, and eta-squared.FindingsComparison across groups and between pre-intervention and post-intervention showed that collaborative lesson design activities have more potential to develop Mathematics teachers' attitudes than the isolated implementation of such activities. Relevant recommendations are provided.Practical implicationsThe study offers valuable insights for teacher education especially in-service training focussing on effective ways of developing teachers' competencies especially attitudes towards technology integration.Originality/valueAlthough lesson design studies are prevalent, majority have investigated the development of teachers' knowledge rather than attitude for integrating technology. Additionally, the study sheds light on attitude as a multidimensional construct thereby providing more insight into the subject.

Impact of Concrete-Pictorial-Abstract Approach with Collaborative Lesson Research on Year Four Pupils’ Proficiency in Volume

This study aimed to determine the impact of concrete-pictorial-abstract (CPA) approach with collaborative lesson research (CLR) on Year Four pupils’ proficiency in volume. The counterbalanced research design, which consisted of three different groups of year four pupils with three treatments applied to each group, was used with the Proficiency in Volume Test (PVT) administered before and after each of the three CLR cycles. Cluster sampling was used to select three groups of 115 Year Four pupils consisting of 59 males and 56 females. PVT consisted of five questions based on the five strands of proficiency in volume: Q1 (conceptual understanding), Q2 (procedural fluency), Q3 (strategic competence), Q4 (adaptive reasoning), and Q5 (productive disposition). It has a total score of 15 and the indicators of proficiency in volume are low proficiency (0–4), average proficiency (5–10), and high proficiency (11–15). The data were analysed using the paired-sampleCLR cycles-test and one-way ANOVA in SPSS version 24. The results of the paired-sample t-test showed that there was a significant difference between the mean scores of the pre- and post-tests for each CLR cycle. The results of the paired-sample t-test for cube in the first, second and third cycles of CLR were: t = –6.74, df = 37, p < 0.05; t = –19.82, df = 37, p < 0.05; and t = –22.10, df = 38, p < 0.05, respectively. The results of the paired-sample t-test for cuboid in the first, second and third cycles of CLR were: t = 3.15, df = 37, p < 0.05; t = 9.87, df = 38, p < 0.05; and t = 20.76, df = 37, p < 0.05, respectively. The results of oneway ANOVA showed that there was a significant in the post-test mean scores between the first, second and third CLR cycles. The result of one-way ANOVA for cube was F (2,112) = 53.32, p < 0.05, while for cuboid it was F (2,112) = 71.16, p < 0.05. The CLR cycles carried out helped teachers in developing better teaching plans based on the CPA approach as well as enhancing Year Four pupils’ proficiency in volume.

Using Video Feedback in Collaborative Lesson Research with SEND Teachers of Students with Autism - a Case Report

ABSTRACT This study used video feedback in a collaborative development study to help improve teachers’ perceptions of the learning needs of students with autism spectrum disorders (ASD) and intellectual disabilities (ID) and enhance their active participation in the classroom. Crucially, teachers need the necessary skills to discern students’ subtle communications, as students with ASD and co-occurring ID may have reduced or non-existent verbal language and may express their needs mainly through behaviours. The first author video recorded ten classroom lessons and collaborated with three teachers to discuss the recordings in six meetings over the course of one semester. The data used for the analysis was taken from the first (February) and last (June) collaborative meetings of the semester. The results show how collaborative video feedback can influence teachers’ judgements about students’ learning and further their professional development; the subtle signals that students use to communicate become more visible when the video recordings are viewed multiple times. The collaborative discussions facilitated the teachers’ understanding of students’ behaviours and actions. In addition, the teachers’ focus shifted from identifying general aspects of their students’ behaviours to their skills and knowledge.

Strategic Devises to Enhance Accounting Cash Journals Content Knowledge of Economic and Management Sciences Teachers

This paper investigated the strategic devices that can be used to enhance the accounting cash journals content knowledge (ACJCK) of Grade 9 economic and management sciences (EMS) teachers. The study was qualitative, with three participants selected from one rural school in the Thabo-Mofutsanyane education district. The interviews were used to gather information regarding the strategic devices that can be used to enhance the ACJCK of EMS teachers. The data were then analysed using thematic analysis. Finally, the study revealed the following findings: create professional learning communities to enhance cash journals content knowledge and ensuring collaborative lesson planning and preparation of cash journals. The findings suggest that collaborative team teaching must be used to accommodate novice teachers, and continuous training workshops and cluster workshops should also be used to increase teachers’ level of understanding to address the inherent cash journal content knowledge misconceptions.