Mathematics Education Research and Practice

  • 제16권1호
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  • Pages.67-77
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  • 2012
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  • 3091-5627(pISSN)
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  • 3091-5945(eISSN)
한국수학교육학회 (Korean Society of Mathematical Education)
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Exploring Teachers' Perceived Beliefs regarding Teaching Practice based on Lesson Study Context

  • Changsri, Narumon (Doctoral Program in Mathematics Education, Faculty of Education, Khon Kaen University) ;
  • Inprasitha, Maitree (Centre of Excellence in Mathematics, Commission on Higher Education (CHE)) ;
  • Pattanajak, Auijit (Center for Research in Mathematics Education, Faculty of Education, Khon Kaen University)
  • 투고 : 2011.02.16
  • 심사 : 2012.03.29
  • 발행 : 2012.03.30
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초록

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 research lesson 3) Perceived beliefs related to collaboratively doing post-discussion or reflection on the activities of the two phases.

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참고문헌

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