THE IMPACT OF LESSON STUDY ON PRIMARY MATHEMATICS TEACHERS’ INSTRUCTIONS IN BRUNEI DARUSSALAM

Year 2014, Volume: 1 , 90 - 95, 31.05.2014

Hj Ade Shahrin Hj Suhaılı Masitah Shahrıll Madihah Khalıd

Abstract

This
paper reports a study on the impact of “Lesson Study” on primary mathematics
teachers’ instructions in Brunei Darussalam. The purpose was to determine
whether Lesson Study had a positive impact on teachers’ instructions.
Quantitative data were collected from; checklists from four research lesson
classroom observations, and teachers’ questionnaire that was distributed to 28
practitioners and qualitative data were collected from interviews, reflective
journals and the study of lesson plans. From the results, four pathways were
identified in which teachers’ instructions had indeed improved, 1) Lesson plan
development had broadened teachers’ content and pedagogical knowledge; 2)
Observation of students’ learning helped teachers to be more conscious and
sensitive towards students’ learning needs and difficulties; 3) The development
of teachers’ self-confidence, teaching skills, questioning skills and classroom
management skills; and 4) Feedbacks from peers and  ‘knowledgeable others’ had made them more
aware of the weaknesses and strengths on their own teaching. 

Keywords

Lesson Study; Primary Mathematics Teachers, Professional Development Program, Teachers’ Instruction, Brunei Darussalam

References

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