Exploring The Pedagogical Flow Of Chinese Primary School Mathematics Lessons Before, During And After Lesson Study

This study explored and compared the pedagogical flow of Chinese primary school mathematics lessons before, during and after the implementation of Lesson Study (LS) process. The pedagogical flow refers to the teaching and learning process in a classroom while LS is a Japanese model of teacher profes...

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Main Author:	Chia, Hui Min
Format:	Thesis
Language:	English
Published:	2014
Subjects:	L7-991 Education (General)
Online Access:	http://eprints.usm.my/48685/1/CHIA%20HUI%20MIN24.pdf
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id	my-usm-ep.48685
record_format	uketd_dc
spelling	my-usm-ep.486852021-03-23T12:50:33Z Exploring The Pedagogical Flow Of Chinese Primary School Mathematics Lessons Before, During And After Lesson Study 2014-12 Chia, Hui Min L7-991 Education (General) This study explored and compared the pedagogical flow of Chinese primary school mathematics lessons before, during and after the implementation of Lesson Study (LS) process. The pedagogical flow refers to the teaching and learning process in a classroom while LS is a Japanese model of teacher professional development. This study employed a qualitative case study research design. There were three mathematics LS groups from three project schools with a total of 15 mathematics teachers participated in this study. Multiple sources of qualitative data were collected: 15 lesson observations, nine group discussions, three individual teacher interviews and various artefacts collected during the lessons. Based on the framework of Activity Theory, the data was categorised into teacher’s activities, pupils’ activities, and the usage of classroom resources. The findings showed that the pedagogical flow of the lesson before the implementation of LS was mainly characterised by passive individual pupil seatwork and teachers giving random examples and exercises. However, the pedagogical flow of lessons during and after the implementation of LS geared toward more active pupils’ learning and teachers used more variety of classroom resources. These findings imply that LS process has the potential in enhancing the teacher’s pedagogical practices. Nevertheless, in this study, only three LS cycles were implemented, thus, the improvement in pedagogical practices was still limited. In fact, the upkeep of this improvement depends very much on the sustainability of the LS implementation which remains a challenge. 2014-12 Thesis http://eprints.usm.my/48685/ http://eprints.usm.my/48685/1/CHIA%20HUI%20MIN24.pdf application/pdf en public masters Universiti Sains Malaysia Pusat Pengajian Ilmu Pendidikan
institution	Universiti Sains Malaysia
collection	USM Institutional Repository
language	English
topic	L7-991 Education (General)
spellingShingle	L7-991 Education (General) Chia, Hui Min Exploring The Pedagogical Flow Of Chinese Primary School Mathematics Lessons Before, During And After Lesson Study
description	This study explored and compared the pedagogical flow of Chinese primary school mathematics lessons before, during and after the implementation of Lesson Study (LS) process. The pedagogical flow refers to the teaching and learning process in a classroom while LS is a Japanese model of teacher professional development. This study employed a qualitative case study research design. There were three mathematics LS groups from three project schools with a total of 15 mathematics teachers participated in this study. Multiple sources of qualitative data were collected: 15 lesson observations, nine group discussions, three individual teacher interviews and various artefacts collected during the lessons. Based on the framework of Activity Theory, the data was categorised into teacher’s activities, pupils’ activities, and the usage of classroom resources. The findings showed that the pedagogical flow of the lesson before the implementation of LS was mainly characterised by passive individual pupil seatwork and teachers giving random examples and exercises. However, the pedagogical flow of lessons during and after the implementation of LS geared toward more active pupils’ learning and teachers used more variety of classroom resources. These findings imply that LS process has the potential in enhancing the teacher’s pedagogical practices. Nevertheless, in this study, only three LS cycles were implemented, thus, the improvement in pedagogical practices was still limited. In fact, the upkeep of this improvement depends very much on the sustainability of the LS implementation which remains a challenge.
format	Thesis
qualification_level	Master's degree
author	Chia, Hui Min
author_facet	Chia, Hui Min
author_sort	Chia, Hui Min
title	Exploring The Pedagogical Flow Of Chinese Primary School Mathematics Lessons Before, During And After Lesson Study
title_short	Exploring The Pedagogical Flow Of Chinese Primary School Mathematics Lessons Before, During And After Lesson Study
title_full	Exploring The Pedagogical Flow Of Chinese Primary School Mathematics Lessons Before, During And After Lesson Study
title_fullStr	Exploring The Pedagogical Flow Of Chinese Primary School Mathematics Lessons Before, During And After Lesson Study
title_full_unstemmed	Exploring The Pedagogical Flow Of Chinese Primary School Mathematics Lessons Before, During And After Lesson Study
title_sort	exploring the pedagogical flow of chinese primary school mathematics lessons before, during and after lesson study
granting_institution	Universiti Sains Malaysia
granting_department	Pusat Pengajian Ilmu Pendidikan
publishDate	2014
url	http://eprints.usm.my/48685/1/CHIA%20HUI%20MIN24.pdf
_version_	1747821961628614656

Exploring The Pedagogical Flow Of Chinese Primary School Mathematics Lessons Before, During And After Lesson Study

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