A case study of continuing teacher professional development through lesson study in South Africa
A case study of continuing teacher professional development through lesson study in South Africa
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DOI：
10.4314/saje.v30i1.52602
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发表时间：
2010
影响因子：
0.8
通讯作者：
Y. Ono;J. G. Ferreira
中科院分区：
文献类型：
--
作者：
Y. Ono;J. G. Ferreira
我们考虑了在职教师的专业发展，并回顾了过去使用的传统发展努力。提出并讨论了使用日语课程学习的另一种专业发展形式的可能性。描述了涉及姆普马兰加中学科学计划的案例研究，其中使用了课程学习，并审查了其效果。该项目旨在通过课程学习促进教师发展，改善中学学习者的数学和科学学习。讨论最后反思了该项目的成果和努力。关键词：课堂学习；专业发展；教师学习
We consider the professional development of in-service teachers and review traditional development efforts that have been used in the past. An alternative form of professional development using Japanese lesson study is proposed and discussed as a possibility. A case study involving the Mpumalanga Secondary Science Initiative, where lesson study was used, is described and its efficacy reviewed. The project was aimed at improving mathematics and science learning of secondary school learners using lesson study for teacher development. The discussion concludes with a reflection on the outcomes and efforts of the project. Keywords : lesson study; professional development; teacher learning