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Malawi mathematics teacher educators’ understanding of Lesson Study

Malawi mathematics teacher educators’ understanding of Lesson Study The purpose of this paper is to better understand the challenges involved in introducing Lesson Study (LS) into teacher education in Malawi by studying mathematics teacher educators’ (TEs’) understanding of planning for LS.Design/methodology/approachThis study is a part of a wider ongoing project designed to improve the quality and capacity of mathematics teacher education in Malawi. One of its components is professional development of all mathematics TEs in Malawi using an LS model. The units being analyzed comprise of the TEs’ written lesson plans and qualitative content analysis is the chosen analytical approach.FindingsBased on the analyzed research lesson plans, the TEs have difficulty in focusing on their own learning parallel to the student teachers’ (STs’) learning, and struggle with predicting STs’ responses to tasks. In addition, there is a pervasive lack of emphasis on planned and focused observation of STs’ learning, as evidenced by a review of the research lesson plans.Research limitations/implicationsThis is a small-scale study due to LS being introduced to Malawi teacher education for the first time and the need to test before possible upscaling.Practical implicationsThe paper includes a description of mathematics TEs’ understanding of LS in an African context, which can be a valuable information for TEs who are attempting to use LS.Originality/valueThis paper fulfills an identified need to learn more about TEs’ understanding of LS worldwide. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal for Lesson and Learning Studies Emerald Publishing

Malawi mathematics teacher educators’ understanding of Lesson Study

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References (26)

Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2046-8253
DOI
10.1108/ijlls-06-2018-0039
Publisher site
See Article on Publisher Site

Abstract

The purpose of this paper is to better understand the challenges involved in introducing Lesson Study (LS) into teacher education in Malawi by studying mathematics teacher educators’ (TEs’) understanding of planning for LS.Design/methodology/approachThis study is a part of a wider ongoing project designed to improve the quality and capacity of mathematics teacher education in Malawi. One of its components is professional development of all mathematics TEs in Malawi using an LS model. The units being analyzed comprise of the TEs’ written lesson plans and qualitative content analysis is the chosen analytical approach.FindingsBased on the analyzed research lesson plans, the TEs have difficulty in focusing on their own learning parallel to the student teachers’ (STs’) learning, and struggle with predicting STs’ responses to tasks. In addition, there is a pervasive lack of emphasis on planned and focused observation of STs’ learning, as evidenced by a review of the research lesson plans.Research limitations/implicationsThis is a small-scale study due to LS being introduced to Malawi teacher education for the first time and the need to test before possible upscaling.Practical implicationsThe paper includes a description of mathematics TEs’ understanding of LS in an African context, which can be a valuable information for TEs who are attempting to use LS.Originality/valueThis paper fulfills an identified need to learn more about TEs’ understanding of LS worldwide.

Journal

International Journal for Lesson and Learning Studies – Emerald Publishing

Published: Feb 11, 2019

Keywords: Malawi; Lesson Study; Teacher education; Mathematics; Lesson plans

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