Abstract:
The professional development of teachers in South Africa needs critical attention, particularly in the area of early grade mathematics. The Integrated Strategic Planning Framework for Teacher Education and Development in South Africa 2011–2025 (ISPFTED) (DBE, 2011) proposes the creation of professional learning communities as a school-based initiative to this end. In a South African context, Japanese lesson study is a relatively undocumented professional development tool. This inquiry is a case study exploring the effect of introducing lesson study in the early grades of a primary school, particularly in the subject of mathematics. Findings suggest that lesson study has a marked and positive effect on the professional development of early grade teachers in a local context.
Seven teachers from Grade R to Grade 2 participated in a lesson study programme for a period of four months, meeting weekly to plan and provide feedback on lessons. Key findings of the study reveal that lesson study is a highly effective collaborative tool for improving both the subject content knowledge and pedagogical content knowledge of early grade teachers. This was evidenced in a more problem-centred approach to teaching. Furthermore, improvements were noted in teacher creativity, self-confidence and learner-centeredness. Lesson study provoked intergrade collaboration, curriculum development and lesson flow. The findings suggest that learning extends beyond the scope and confines of the actual lesson study sessions to provoke extensive self-reflection and self-analysis. Through lesson study, the professional development process becomes highly contextualised.
Findings furthermore suggest that teacher motivation to participate in lesson study remains a multi-faceted problem and the cooperation of school management is critical for making time allowances and working within the school timetable. An inherent fear of demonstrating lessons in front of others, as well as the fear of inadequate input during group sessions are additional personal challenges to the process.
This study proposes a model for the effective facilitation of lesson study sessions and navigating the dynamic and interrelated variables of goal-setting, content exploration, activity planning, resource selection and peer feedback. The scientific importance of the study lies in building a knowledge base by gaining an understanding of the outcomes, viability and practical challenges facing schools as they implement this collaborative and contextually-based professional development method.
