May 15, 2015 - Hj Ade Shahren Hj Suhaili, Sultan Hassanal Bolkiah Institute of Education, Universiti. Brunei Darussalam. Masitah Shahrill, Sultan Hassanal ...
Suhaili & Shahrill _______________________________________________________________________________
A Comparison Study of Bruneian Primary Mathematics Teachers’ Perceived Learning in Lesson Study Hj Ade Shahren Hj Suhaili, Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam Masitah Shahrill, Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam Abstract This paper attempts to examine and compare between two cohorts of Bruneian primary mathematics teachers’ perceived changes in their teaching knowledge as a result of being involved in the First National Lesson Study Project in 2010 and the Third National Lesson Study Project in 2012. Interest in Lesson Study in Brunei Darussalam has gained momentum since it was first introduced in 2009. In just 4 years, the number of primary schools mandated to be involved in the National Lesson Study Project has increased from 3 schools in 2009 to 120 schools in 2013. Lesson Study is one of the initiatives mentioned by the Ministry of Education to facilitate the process of curriculum reforms, and as a platform to provide teachers with opportunities to develop their pedagogical and content knowledge in order to be able to implement the curriculum effectively. However, the proliferation of primary schools implementing Lesson Study has caused concerns in regards with the quality of learning experiences it has offered and the extent of the desired impact it has on the practitioners. The nature and forms of impact of Lesson Study on Brunei primary mathematics teachers has received very little research attention. This is surprising, considering the potential benefits from the identification and alleviation of the elements of teachers’ learning within the Lesson Study context to improve teachers’ instructional practices. The questionnaire that will be used in this future study consisted of 25 items focusing on statements on teachers’ perceived changes in knowledge, attitudes and behaviors as a result of being involved in the Third National Lesson Study Project 2012. Forty-seven Lesson Study practitioners from forty-seven government primary schools will be surveyed. The 25 questionnaire items were adapted from the author’s previous research on the impact of the First National Lesson Study Project on 28 practitioners in 2010. Previous research on the impact of the Lesson Study on Brunei primary mathematics teachers in 2010 found that instructional practices of teachers who were involved in Lesson Study were improved. A comparison of the teachers’ perceived learning and changes between the two cohorts of teachers will be made and analyzed. It is relatively important to identify and examine any differences in regards with the nature and the extent of teachers’ perceived changes between the two cohorts of teachers. This proposed research might have important implications for Lesson Study implementation policies, which could potentially improve teachers’ learning by improving the structural features of the National Lesson Study model. Keywords: Lesson Study, Primary Mathematics Teachers, Professional Development Program To cite: Suhaili, H. A. S. H., & Shahrill, M. (2015). Comparing Bruneian primary mathematics teachers’ perceived learning in lesson study. In C. Vistro-Yu (Ed.), In Pursuit of Quality Mathematics Education for All: Proceedings of the 7th ICMI-East Asia Regional Conference on Mathematics Education (pp. 267-273). Quezon City: Philippine Council of Mathematics Teacher Educators (MATHTED) Inc.
______________________________________________________________________________ 7th ICMI-East Asia Regional Conference on Mathematics Education 11-15 May 2015, Cebu City, Philippines