This study aimed to explore the content and levels of teachers' reflection as they engaged in Lesson Study (LS). However, this article only focuses on changes in teachers' reflection from a LS group. This LS group was made up of six primary mathematics teachers and four knowledgeable others. They carried out five LS cycles. Qualitative data were collected through reflection sessions, participatory observation, collection of artefacts and interviews. These changes included improvement in the depth of reflection about pupils learning, shift from teacher's perspectives to pupil's perspectives, anticipation of pupils reponses and reflection from several perspectives. Thus, enhancing teachers' reflection through ls is feasible.
Material type
Electronic
Notes
Paper presented at the 41st Annual Meeting of the International Group for the Psychology of Mathematics Education (PME 41) (National Institute of Education, Singapore : 17 July 2017)
Enhancing teachers' reflection through lesson study: is it feasible?
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Enhancing_Teachers Reflection
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