scholarly journals Mathematics Teachers’ Professional Development through Lesson Study in Indonesia

2007 ◽  
Vol 3 (2) ◽  
Author(s):  
Marsigit .
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Lesson Study ◽  
Teachers Professional Development

A Three-Part Synchronous Online Model for Middle Grade Mathematics Teachers’ Professional Development

2021 ◽  
pp. 167-186
Author(s):  
Jeffrey Choppin ◽  
Julie Amador ◽  
Cynthia Callard ◽  
Cynthia Carson ◽  
Ryan Gillespie ◽  
...  
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Middle Grade ◽  
Teachers Professional Development ◽  
Synchronous Online

scholarly journals The potential of Lesson Study in primary physical education: Messages from a longitudinal study in Japan

2020 ◽  
pp. 1356336X2093295
Author(s):  
Seiichiro Kihara ◽  
Mike Jess ◽  
Paul McMillan ◽  
Kazuki Osedo ◽  
Kenji Kubo ◽  
...  
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Teacher Collaboration ◽  
Lesson Study ◽  
Significant Contribution ◽  
Physical Education Lesson ◽  
Study Experience ◽  
Teachers Professional Development ◽  
Generalist Teachers

This paper presents the view that Lesson Study has the potential to make a significant contribution to future developments in primary physical education. To set the paper in context, we explore the concerns that have long been voiced about primary physical education, particularly the nature of the professional development experiences of generalist primary class teachers. Contemporary approaches to teachers’ professional development, one of which is Lesson Study, are presented as having some potential in addressing these concerns as they are focused on teacher collaboration, autonomy and agency. Building on this background, the paper reports on a longitudinal physical education Lesson Study investigation that took place in one primary school in Japan: a country where Lesson Study has been a key feature of teachers’ professional development for more than a century. Working with 30 teachers over a three-year period, the findings highlight how the long-term, collaborative and situated nature of the Lesson Study experience helped create a positive context for the teachers’ professional development in physical education. Specifically, the findings reveal that the shared planning, observation and reflective experiences over time helped the teachers develop a more positive and detailed view of physical education. The paper concludes by proposing that Lesson Study, as a long-term, collaborative and situated endeavour, has the potential to foster productive developments in generalist teachers’ enactment of the primary physical education curriculum.

scholarly journals Mathematics Teachers and Digital Technology: A Quest for Teachers’ Professional Development in Indonesia

2019 ◽  
Vol 1 (1) ◽  
pp. 31-44
Author(s):  
Kamirsyah Wahyu ◽  
Dwi Ratnasari ◽  
Sofyan Mahfudy ◽  
Desventri Etmy
Keyword(s):  
Professional Development ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Digital Technology ◽  
Exploratory Study ◽  
Theoretical Perspective ◽  
Task Design ◽  
Theoretical Perspectives ◽  
Teachers Professional Development ◽  
Point Of Departure

This article aims to explore a possible criterion of digital technology mathematics teachers’ professional development[1]. The criterion was canvassed through qualitative exploratory study which involve a hybrid model of DigiTech TPD, online published articles of related TPD, and theoretical perspective which relate to digital technology in mathematics education. Related frameworks (Drijverset al, 2010; Trocki & Hollebrands, 2018) and content analysis were utilized to analyze the first two data. Theoretical perspectives of digital technology in mathematics education were accounted to reflect prior data and explore the criterion. We found that the current TPD[2]has not developed the knowledge of task design and supported teachers' roles in orchestrating technology-rich mathematics teaching as seen in the low level of tasks and teachers' orchestration in the classroom. Related articles on TPD in Indonesia show that the programs have not touched decisive factors of successfully implementing digital technology. An alternative criterion for DigiTech TPD is explored which includes three aspects namely theoretical approach, model and content. It could be alternative point of departure for designing and conducting DigiTech TPD in Indonesia.   

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