Exploring Teachers’ Perceived Beliefs regarding Teaching Practice based on Lesson Study Context
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This study aimed to explore teachers’ perceived beliefs regarding teaching practice in the context of three-year Professional Development Project (ProDev) implementing lesson study incorporating Open Approach. The data were collected through questionnaire distributing to the teachers in three schools. Qualitative data were collected through participatory observation on teaching practice and interviewing members of lesson study team. The findings revealed that teacher’s perceived beliefs regarding teaching practice could be categorized into three categories according to 3 phases of lesson study as the followings:1) Perceived beliefs related to collaboratively designing research lessons 2) Perceived beliefs related to collaboratively observing their friend teaching the re-search lesson 3) Perceived beliefs related to collaboratively doing post-discussion or reflection on the activities of the two phases
Abstract
This study aimed to explore teachers’ perceived beliefs regarding teaching practice in the context of three-year Professional Development Project (ProDev) implementing lesson study incorporating Open Approach. The data were collected through questionnaire distributing to the teachers in three schools. Qualitative data were collected through participatory observation on teaching practice and interviewing members of lesson study team. The findings revealed that teacher’s perceived beliefs regarding teaching practice could be categorized into three categories according to 3 phases of lesson study as the followings:1) Perceived beliefs related to collaboratively designing research lessons 2) Perceived beliefs related to collaboratively observing their friend teaching the re-search lesson 3) Perceived beliefs related to collaboratively doing post-discussion or reflection on the activities of the two phases
참고문헌 (20)
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