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The Effects of “Lesson Study” Implementation to Professional Development of Mathematics Teachers and Development of Learning Process

Year 2015, Issue: 33, 186 - 210, 09.04.2015

Abstract

The aim of the study is to reveal the contribution of the method of Lesson Study to teachers’ professional development and development of learning process. In this context, findings of the researches on implementation of LS in mathematics lessons performed in different countries are searched in the study. In the result of literature search, the articles reached from database of Scopus, Web of Science and Eric are eliminated through accept/refuse criteria and 28 article are analysed within the context of the study. Meta-synthesis method is used for data analysis in the study. The findings of studied articles are evaluated in 4 categories such as changes occured in student (ÖD), changes in teachers’ beliefs and attitudes (ÖT), changes in teachers’ field of knowledge (ÖA), changes in teachers’ teaching knowledge. According to findings, it is seen that themes in the most high ratios are learning level and quality in ÖD kategory with 32% ratio; feeling of cooperation and commitment, and teachers’ awareness on student knowledge in ÖT kategory with 16% ratio; concretizationsymbolization, and develop a point of view of mathematics and develop mathematics activities in ÖA kategory with 14% ratio; developing teaching stratejies in ÖB kategory with 44% ratio. 

References

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  • Au, W. (2007). High-Stakes Testing and Curricular Control: A Qualitative Metasynthesis. Educational Researcher, 36, 258-267. doi:10.3102/0013189X07306523
  • Baykul, Y. (2012). İlkokulda Matematik Öğretimi (11. Baskı). Ankara: Pegem A Yayıncılık.
  • Çağıltay, K., Çakıroğlu, J., Çağıltay, N. & Çakıroğlu, E. (2001). Öğretimde Bilgisayar Kullanımına İlişkin Öğretmen Görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 21, 19-28.
  • Cajkler, W., Wood, P., Norton, J. & Pedder, D. (2014). Lesson Study as a Vehicle for Collaborative Teacher Learning in A Secondary School. Professional Development in Education. doi:10.1080/19415257.2013.866975
  • Carrier, S. (2011). Implementing and Integrating Effective Teaching Strategies Including Features of Lesson Study in an Elementary Science Methods Course. The Teacher Educator, 46 (2), 145-160. doi:10.1080/08878730.2011.552666
  • Chassels, C. & Melville W. (2009). Collaborative, Reflective and Iterative Japanese Lesson Study in an Initial Teacher Education Program: Benefits and Challenges. Canadian Journal of Education, 32 (4), 734-763.
  • Chen, X. (2011). Implications of Lesson Study on Teacher Professonal Development in China. Paper Presented at the Annual Conference of World Association of Lesson Studies (WALS). University of Tokyo, 25-28 November, 2011.
  • Cheng, L.,P. & Yee, L., P. (2012). A Singapore Case of Lesson Study. The Mathematics Educator, 21 (2), 34-37.
  • Chokshi, S. & Fernandez, C. (2004). Challenges to Importing Japanese Lesson Study: Concerns, Misconceptions and Nuances. Phi Delta Kappan, 85 (7), 520-525.
  • Demir, K., Czerniak, C. M. & Hart, L. C. (2013). Implementing Japanese Lesson Study in a Higher Education Context. Journal of College Science Teaching 42 (4), 22-27.
  • Doig, B. & Groves, S. (2011). Japanese Lesson Study: Teacher Professional Development Through Communities of Inquiry. Mathematics and Teacher Education and Development, 13 (1), 77-93.
  • Doruk, B. K. & Umay, A. (2011). Matematiği Günlük Yaşama Transfer Etmede Matematiksel Modellemenin Etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 41, 124-135.
  • Droese, S. (2010). Lesson Study in the US: Is It a Mechanism for Individual and Organizational Change? A Case Study of Three Schools. Ph.D. Dissertation, Madison: The University of Wisconsin.
  • Dudley, P. (2011). Lesson Study: A Handbook. Http://Lessonstudy.Co.Uk/Lesson-Studya- Handbook/ adresinden 16.05.2014 tarihinde alınmıştır.
  • Dudley, P. (2013). Teacher Learning in Lesson Study: What Interaction-Level Discourse Analysis Revealed About How Teachers Utilised Imagination, Tacit Knowledge of Teaching and Fresh Evidence of Pupils Learning to Develop Practice Knowledge and So Enhance Their Pupils’ Learning. Teaching and Teacher Education 34, 107-121.
  • Fernandez, M. L. (2010). Investigating How and What Prospective Teachers Learn Through Microteaching Lesson Study. Teaching and Teacher Education, 26, 351–362.
  • Fernandez, C., Cannon, J., Choksi, S. (2003). A U.S.-Japan Lesson Study Collaborative Reveals Critical Lenses for Examining Practice. Teaching and Teacher Education, 19, 171-185.
  • Fernandez, C. & Yoshida, M. (2004). Lesson Study: A Case of A Japanese Approach to Improving Instruction Through School-Based Teacher Development. Mahwah: Lawrence Erlbaum.
  • Gökdere, M., Küçük, M. & Çepni, S. (2003). Gifted Science Education in Turkey: Gifted Teachers' Selection, Perspectives and Needs. Asia-Pacific Forum on Science Learning and Teaching, Volume 4, Issue 2, Article 5.
  • Gönen, S. & Kocakaya, S. (2006). Fizik Öğretmenlerinin Hizmet İçi Eğitimler Üzerine Görüşlerinin Değerlendirilmesi. Pamukkale Eğitim Fakültesi Dergisi, 19, 37-44.
  • Groves, S., Doig, B., Widjaja, W., Garner, D. & Palmer, K. (2013). Implementing Japanese Lesson Study: An Example of Teacher–Researcher Collaboration. Australian Mathematics Teacher, 69 (3).
  • Hart, L., Alston, A. & Murata, A. (2011). Lesson Study Research and Practice In Mathematics Education Learning Together Springer Science Business Media B. V. New York.
  • Hill, H, C., Rowan, B. & Ball, D, L. (2005). Effects of Teachers’ Mathematical Knowledge For Teaching On Student Achievement. American Educational Research Journal June 20, (42), 371-406.
  • Huang, R., Su, H. & Xu, S. (2013). Developing Teachers’ and Teaching Researchers’ Professional Competence in Mathematics Through Chinese Lesson Study. ZDM Mathematics Education 46, 239–251. doi:10.1007/S11858-013-0557-8
  • Isoda, M. (2007). Where Did Lesson Study Begin, and How Far Has It Come? Ed. Isoda, M., Stephens, M., Ohara, Y., Miyakawa, T. Japanese Lesson Study in Mathematics, Singapore: World Scientific. 5-11.
  • Isoda, M. (2010). Lesson Study: Problem Solving Approaches in Mathematics Education As A Japanese Experience. International Conference on Mathematics Education Research 2010 (ICMER 2010). Procedia Social and Behavioral Sciences 8, 17-27.
  • Jensen L. & Allen M. (1996). Meta-Synthesis of Qualitative Findings. Qualitative Health Research 6 (4), 553–560.
  • Kadron, T. & Inprasitha, M. (2013). Professional Development of Mathematics Teachers With Lesson Study and Open Approach: The Process for Changing Teachers Values About Teaching Mathematics. 4 (2), 101-105. Published Online February 2013 in Scires (http://www.scirp.org/journal/psych) doi:10.4236/Psych.2013.42014
  • Kriewaldt, J. (2012). Reorienting Teaching Standards: Learning From Lesson Study. Asia- Pacific Journal of Teacher Education, 40 (1), 31-41.
  • Laah-On, S., Intaros, P. & Sangaroon, P. (2013). Key Universal Activities of Mathematical Learning in Problem Solving Mathematics Classroom. Creative Education, 4 (11), 700-704. Published Online November 2013 in Scires http://dx.doi.org/10.4236/ce.2013.411099.
  • Lee, C. (2011). Crossing Borders: The Global Spread of Lesson Study. University of Tokyo. Lesson Study in Japan-US Science Education, 2002. Lesson Study Research Group. (2007). Timeline of U.S. Lesson Study. http://www.tc.edu/lessonstudy/lsgroups.html. adresinden 11.05.2014 tarihinde alınmıştır. (Teachers College, Columbia University Web Site).
  • Lewis, C. (2002). Lesson Study: A Handbook of Teacher-Led Instructional Change. Philadelphia: Research For Better Schools.
  • Lewis, C. (2005). How Do Teachers Learn During Lesson Study? In P. Wang-Iverson M. Yoshida (Eds.), Building Our Understanding of Lesson Study. Philadelphia, PA: Research For Better School Inc.
  • Lewis, C. (2006). Lesson Study in North America: Progress and Challenges. Ed. M. Matoba, K. A. Crawford, M. R. S. Arani. Lesson Study: International Perspectives on Policy and Practice, 7-36. Beijing: Educational Science Publishing House.
  • Lewis, C., Perry, R. & Murata, A. (2006). How Should Research Contribute To Instructional Improvement? The Case of Lesson Study. Educational Researcher, 35 (3), 3–14.
  • Lewis, C., Perry, R. & Hurd, J. (2009). Improving Mathematics İnstruction Through Lesson Study: A Theoretical Model and North American Case. J Math Teacher Educ, 12, 285–304. Doi:10.1007/S10857-009-9102-7
  • Lewis, C. & Tsuchida, I. (1998). A Lesson Is Like A Swiftly Flowing River. American Educator, 22 (4), 14-17 ve 50-52.
  • Lewis, J. M., Fischman, D. & Wasserman, K. (2013). Teacher Learning In Lesson Study. The Mathematics Enthusiast, ISSN 1551-3440, 10 (3), 583-620.
  • Meng, C. C. & Sam, L. S. (2011). Encouraging The Innovative Use of Geometer’s Sketchpad Through Lesson Study. Creative Education 2 (3), 236-243. Doi:10.4236/Ce.2011.23032
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook (2nd Edition). Calif.: Sage Publication.
  • Myers, J. (2012). The Effects of Lesson Study on Classroom Observations and Perceptions of Lesson Effectiveness. The Journal of Effective Teaching, 12, (3), 94-104.
  • New South Wales Department of Education and Training. (2003). Lesson Study Project: Evaluation Report. New South Wales: NSW Department of Education and Training.
  • Noparit, T. & Saengpun, J. (2013). How Student Teachers Use Proportional Number Line To Teach Multiplication and Division of Fraction: Professional Learning In Context of Lesson Study and Open Approach. Creative Education, 4 (8), 19-24. Published Online August 2013 in Scires (http://www.scirp.org/journal/ce) doi:10.4236/Ce.2013.48A005
  • Norwich, B. & Ylonen, A. (2013). Design-Based Research To Develop The Teaching of Pupils With Moderate Learning Difficulties (MLD): Evaluating Lesson Study in Terms of Pupil, Teacher and School Outcomes. Teaching and Teacher Education, 34, 162-173.
  • Ono Y. & Ferreira J. (2010). A Case Study of Continuing Teacher Professional Development Through Lesson Study in South Africa. South African Journal of Education, 30, 59- 74.
  • Parks, A. N. (2008). Messy Learning: Preservice Teachers’ Lesson-Study Conversations About Mathematics and Students. Teaching and Teacher Education, 24 (5), 1200- 1216.
  • Premprayoon, K., Loipha, S. & Inprasitha, M. (2014). Language and Symbol Students Use in Thai Mathematical Classroom of Lesson Study and Open Approach. Creative Education, 5, 1523-1527. http://dx.doi.org/10.4236/ce.2014.516169.
  • Puchner, L. D. & Taylor, A. R. (2006). Lesson Study, Collaboration and Teacher EfŞcacy: Stories From Two School-Based Math Lesson Study Groups. Teaching and Teacher Education, 22, 922–934.
  • Roberts, M. (2010). Lesson Study: Professional Development and Its Impact on Science Teacher Self-Efficacy. Ph. D. Dissertation, New York: Columbia University.
  • Runnesson, U. (2013). Focusing on The Object of Learning and What Is Critical For Learning: A Case Study of Teachers’ Inquiry Into Teaching and Learning Mathematics. Perspectives In Education, 31 (3).
  • Saito, E, Imansyahb, H., Kubokc, I. & Hendayana, S. (2007). A Study of The Partnership Between Schools and Universities To Improve Science and Mathematics Education in Indonesia. International Journal of Educational Development, 27, 194-204.
  • Saito, E., Hawe, P., Hadiprawiroc, S. & Empedhe, S. (2008). Initiating Education Reform Through Lesson Study at A University in Indonesia. Educational Action Research, 16 (3), 391-406. Doi: 10.1080/09650790802260372
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“Ders Araştırması” Uygulamasının Matematik Öğretmenlerinin Mesleki Gelişimlerine ve Öğrenme Sürecinin Geliştirilmesine Etkisi

Year 2015, Issue: 33, 186 - 210, 09.04.2015

Abstract

Bu çalışmanın amacı, Ders Araştırması (DA) uygulamasının, öğretmenlerin mesleki gelişimi ve öğrenme sürecinin geliştirilmesine yönelik katkısını belirlemektir. Çalışmada, farklı ülkeler dikkate alınarak matematik dersinde uygulamaları gerçekleştirilen DA araştırmalarının sonuçları incelenmektedir. Alanyazın taraması sonucunda Scopus, Web of Science ve Eric veri tabanlarından ulaşılan makalelerden, çalışma grubu belirleme kriterleri kapsamında seçilen 28 makale incelenmiştir. Araştırmada verilerin analizi için meta-sentez yöntemi kullanılmıştır. İncelenen makalelerin bulguları, öğrencide meydana gelen değişiklikler (ÖD), öğretmen inanç ve tutumlarındaki değişiklikler (ÖT), öğretmenlerin alan bilgisindeki değişiklikler (ÖA), öğretmenlerin öğretim bilgilerindeki değişiklikler (ÖB) olmak üzere 4 kategoride değerlendirilmiştir. Ulaşılan bulgulara göre en yüksek oranda bulunan temaların ÖD kategorisinde %32 oranıyla öğrenme seviyesi ve kalitesi; ÖT kategorisinde yaklaşık %16 oranla öğretmenler arasındaki dayanışma ve bağlılık hissi ile öğretmenlerin öğrenci bilgileri üzerine farkındalıkları; ÖA kategorisinde %14 oranında somutlaştırma-sembolleştirme, matematik etkinlikleri ve matematiksel bakış açısı geliştirme; ÖB kategorisinde ise %44 oranla öğretim stratejileri geliştirme teması olduğu görülmüştür

References

  • gereklilikler sağlanmadan DA uygulamasına geçilmesinin istenen sonuçlara ulaştıramayacağı düşünülmektedir.
  • Au, W. (2007). High-Stakes Testing and Curricular Control: A Qualitative Metasynthesis. Educational Researcher, 36, 258-267. doi:10.3102/0013189X07306523
  • Baykul, Y. (2012). İlkokulda Matematik Öğretimi (11. Baskı). Ankara: Pegem A Yayıncılık.
  • Çağıltay, K., Çakıroğlu, J., Çağıltay, N. & Çakıroğlu, E. (2001). Öğretimde Bilgisayar Kullanımına İlişkin Öğretmen Görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 21, 19-28.
  • Cajkler, W., Wood, P., Norton, J. & Pedder, D. (2014). Lesson Study as a Vehicle for Collaborative Teacher Learning in A Secondary School. Professional Development in Education. doi:10.1080/19415257.2013.866975
  • Carrier, S. (2011). Implementing and Integrating Effective Teaching Strategies Including Features of Lesson Study in an Elementary Science Methods Course. The Teacher Educator, 46 (2), 145-160. doi:10.1080/08878730.2011.552666
  • Chassels, C. & Melville W. (2009). Collaborative, Reflective and Iterative Japanese Lesson Study in an Initial Teacher Education Program: Benefits and Challenges. Canadian Journal of Education, 32 (4), 734-763.
  • Chen, X. (2011). Implications of Lesson Study on Teacher Professonal Development in China. Paper Presented at the Annual Conference of World Association of Lesson Studies (WALS). University of Tokyo, 25-28 November, 2011.
  • Cheng, L.,P. & Yee, L., P. (2012). A Singapore Case of Lesson Study. The Mathematics Educator, 21 (2), 34-37.
  • Chokshi, S. & Fernandez, C. (2004). Challenges to Importing Japanese Lesson Study: Concerns, Misconceptions and Nuances. Phi Delta Kappan, 85 (7), 520-525.
  • Demir, K., Czerniak, C. M. & Hart, L. C. (2013). Implementing Japanese Lesson Study in a Higher Education Context. Journal of College Science Teaching 42 (4), 22-27.
  • Doig, B. & Groves, S. (2011). Japanese Lesson Study: Teacher Professional Development Through Communities of Inquiry. Mathematics and Teacher Education and Development, 13 (1), 77-93.
  • Doruk, B. K. & Umay, A. (2011). Matematiği Günlük Yaşama Transfer Etmede Matematiksel Modellemenin Etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 41, 124-135.
  • Droese, S. (2010). Lesson Study in the US: Is It a Mechanism for Individual and Organizational Change? A Case Study of Three Schools. Ph.D. Dissertation, Madison: The University of Wisconsin.
  • Dudley, P. (2011). Lesson Study: A Handbook. Http://Lessonstudy.Co.Uk/Lesson-Studya- Handbook/ adresinden 16.05.2014 tarihinde alınmıştır.
  • Dudley, P. (2013). Teacher Learning in Lesson Study: What Interaction-Level Discourse Analysis Revealed About How Teachers Utilised Imagination, Tacit Knowledge of Teaching and Fresh Evidence of Pupils Learning to Develop Practice Knowledge and So Enhance Their Pupils’ Learning. Teaching and Teacher Education 34, 107-121.
  • Fernandez, M. L. (2010). Investigating How and What Prospective Teachers Learn Through Microteaching Lesson Study. Teaching and Teacher Education, 26, 351–362.
  • Fernandez, C., Cannon, J., Choksi, S. (2003). A U.S.-Japan Lesson Study Collaborative Reveals Critical Lenses for Examining Practice. Teaching and Teacher Education, 19, 171-185.
  • Fernandez, C. & Yoshida, M. (2004). Lesson Study: A Case of A Japanese Approach to Improving Instruction Through School-Based Teacher Development. Mahwah: Lawrence Erlbaum.
  • Gökdere, M., Küçük, M. & Çepni, S. (2003). Gifted Science Education in Turkey: Gifted Teachers' Selection, Perspectives and Needs. Asia-Pacific Forum on Science Learning and Teaching, Volume 4, Issue 2, Article 5.
  • Gönen, S. & Kocakaya, S. (2006). Fizik Öğretmenlerinin Hizmet İçi Eğitimler Üzerine Görüşlerinin Değerlendirilmesi. Pamukkale Eğitim Fakültesi Dergisi, 19, 37-44.
  • Groves, S., Doig, B., Widjaja, W., Garner, D. & Palmer, K. (2013). Implementing Japanese Lesson Study: An Example of Teacher–Researcher Collaboration. Australian Mathematics Teacher, 69 (3).
  • Hart, L., Alston, A. & Murata, A. (2011). Lesson Study Research and Practice In Mathematics Education Learning Together Springer Science Business Media B. V. New York.
  • Hill, H, C., Rowan, B. & Ball, D, L. (2005). Effects of Teachers’ Mathematical Knowledge For Teaching On Student Achievement. American Educational Research Journal June 20, (42), 371-406.
  • Huang, R., Su, H. & Xu, S. (2013). Developing Teachers’ and Teaching Researchers’ Professional Competence in Mathematics Through Chinese Lesson Study. ZDM Mathematics Education 46, 239–251. doi:10.1007/S11858-013-0557-8
  • Isoda, M. (2007). Where Did Lesson Study Begin, and How Far Has It Come? Ed. Isoda, M., Stephens, M., Ohara, Y., Miyakawa, T. Japanese Lesson Study in Mathematics, Singapore: World Scientific. 5-11.
  • Isoda, M. (2010). Lesson Study: Problem Solving Approaches in Mathematics Education As A Japanese Experience. International Conference on Mathematics Education Research 2010 (ICMER 2010). Procedia Social and Behavioral Sciences 8, 17-27.
  • Jensen L. & Allen M. (1996). Meta-Synthesis of Qualitative Findings. Qualitative Health Research 6 (4), 553–560.
  • Kadron, T. & Inprasitha, M. (2013). Professional Development of Mathematics Teachers With Lesson Study and Open Approach: The Process for Changing Teachers Values About Teaching Mathematics. 4 (2), 101-105. Published Online February 2013 in Scires (http://www.scirp.org/journal/psych) doi:10.4236/Psych.2013.42014
  • Kriewaldt, J. (2012). Reorienting Teaching Standards: Learning From Lesson Study. Asia- Pacific Journal of Teacher Education, 40 (1), 31-41.
  • Laah-On, S., Intaros, P. & Sangaroon, P. (2013). Key Universal Activities of Mathematical Learning in Problem Solving Mathematics Classroom. Creative Education, 4 (11), 700-704. Published Online November 2013 in Scires http://dx.doi.org/10.4236/ce.2013.411099.
  • Lee, C. (2011). Crossing Borders: The Global Spread of Lesson Study. University of Tokyo. Lesson Study in Japan-US Science Education, 2002. Lesson Study Research Group. (2007). Timeline of U.S. Lesson Study. http://www.tc.edu/lessonstudy/lsgroups.html. adresinden 11.05.2014 tarihinde alınmıştır. (Teachers College, Columbia University Web Site).
  • Lewis, C. (2002). Lesson Study: A Handbook of Teacher-Led Instructional Change. Philadelphia: Research For Better Schools.
  • Lewis, C. (2005). How Do Teachers Learn During Lesson Study? In P. Wang-Iverson M. Yoshida (Eds.), Building Our Understanding of Lesson Study. Philadelphia, PA: Research For Better School Inc.
  • Lewis, C. (2006). Lesson Study in North America: Progress and Challenges. Ed. M. Matoba, K. A. Crawford, M. R. S. Arani. Lesson Study: International Perspectives on Policy and Practice, 7-36. Beijing: Educational Science Publishing House.
  • Lewis, C., Perry, R. & Murata, A. (2006). How Should Research Contribute To Instructional Improvement? The Case of Lesson Study. Educational Researcher, 35 (3), 3–14.
  • Lewis, C., Perry, R. & Hurd, J. (2009). Improving Mathematics İnstruction Through Lesson Study: A Theoretical Model and North American Case. J Math Teacher Educ, 12, 285–304. Doi:10.1007/S10857-009-9102-7
  • Lewis, C. & Tsuchida, I. (1998). A Lesson Is Like A Swiftly Flowing River. American Educator, 22 (4), 14-17 ve 50-52.
  • Lewis, J. M., Fischman, D. & Wasserman, K. (2013). Teacher Learning In Lesson Study. The Mathematics Enthusiast, ISSN 1551-3440, 10 (3), 583-620.
  • Meng, C. C. & Sam, L. S. (2011). Encouraging The Innovative Use of Geometer’s Sketchpad Through Lesson Study. Creative Education 2 (3), 236-243. Doi:10.4236/Ce.2011.23032
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook (2nd Edition). Calif.: Sage Publication.
  • Myers, J. (2012). The Effects of Lesson Study on Classroom Observations and Perceptions of Lesson Effectiveness. The Journal of Effective Teaching, 12, (3), 94-104.
  • New South Wales Department of Education and Training. (2003). Lesson Study Project: Evaluation Report. New South Wales: NSW Department of Education and Training.
  • Noparit, T. & Saengpun, J. (2013). How Student Teachers Use Proportional Number Line To Teach Multiplication and Division of Fraction: Professional Learning In Context of Lesson Study and Open Approach. Creative Education, 4 (8), 19-24. Published Online August 2013 in Scires (http://www.scirp.org/journal/ce) doi:10.4236/Ce.2013.48A005
  • Norwich, B. & Ylonen, A. (2013). Design-Based Research To Develop The Teaching of Pupils With Moderate Learning Difficulties (MLD): Evaluating Lesson Study in Terms of Pupil, Teacher and School Outcomes. Teaching and Teacher Education, 34, 162-173.
  • Ono Y. & Ferreira J. (2010). A Case Study of Continuing Teacher Professional Development Through Lesson Study in South Africa. South African Journal of Education, 30, 59- 74.
  • Parks, A. N. (2008). Messy Learning: Preservice Teachers’ Lesson-Study Conversations About Mathematics and Students. Teaching and Teacher Education, 24 (5), 1200- 1216.
  • Premprayoon, K., Loipha, S. & Inprasitha, M. (2014). Language and Symbol Students Use in Thai Mathematical Classroom of Lesson Study and Open Approach. Creative Education, 5, 1523-1527. http://dx.doi.org/10.4236/ce.2014.516169.
  • Puchner, L. D. & Taylor, A. R. (2006). Lesson Study, Collaboration and Teacher EfŞcacy: Stories From Two School-Based Math Lesson Study Groups. Teaching and Teacher Education, 22, 922–934.
  • Roberts, M. (2010). Lesson Study: Professional Development and Its Impact on Science Teacher Self-Efficacy. Ph. D. Dissertation, New York: Columbia University.
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  • Saito, E, Imansyahb, H., Kubokc, I. & Hendayana, S. (2007). A Study of The Partnership Between Schools and Universities To Improve Science and Mathematics Education in Indonesia. International Journal of Educational Development, 27, 194-204.
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Details

Primary Language Turkish
Journal Section Makaleler
Authors

Remzi Kıncal

Dilek Beypınar

Publication Date April 9, 2015
Submission Date February 27, 2015
Published in Issue Year 2015 Issue: 33

Cite

APA Kıncal, R., & Beypınar, D. (2015). “Ders Araştırması” Uygulamasının Matematik Öğretmenlerinin Mesleki Gelişimlerine ve Öğrenme Sürecinin Geliştirilmesine Etkisi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(33), 186-210.