Benefits and Challenges of Lesson Study: A Case of Teaching Physical Sciences in South Africa

Autor/inn/en	Ogegbo, Ayodele Abosede; Gaigher, Estelle; Salagaram, Trisha
Titel	Benefits and Challenges of Lesson Study: A Case of Teaching Physical Sciences in South Africa
Quelle	In: South African Journal of Education, 39 (2019) 1, Artikel 1680 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ogegbo, Ayodele Abosede) ORCID (Gaigher, Estelle) ORCID (Salagaram, Trisha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Energy; Magnets; Science Instruction; Science Teachers; Physical Sciences; Rural Schools; Suburban Schools; Communities of Practice; Teacher Collaboration; Faculty Development; Teaching Skills; Skill Development; Barriers; Teacher Participation; Pedagogical Content Knowledge; Secondary School Teachers; Grade 10; Grade 11; South Africa + Suchen Sie Ihr Suchwort? Ausland; Energie; Stabmagnet; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Natural sciences; Naturwissenschaften; Naturwissenschaft; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Community; Lehrerkooperation; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Kompetenzentwicklung; Qualifikationsentwicklung; Pädagogische Kompetenz; School year 11; 11. Schuljahr; Schuljahr 11; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study explored teachers' experiences in the teaching of electricity and magnetism during a Lesson Study intervention. Using a case study research design, a sample of 4 physical sciences teachers was conveniently selected from schools in rural and suburban areas. Due to logistical challenges, the 4 participants were grouped into 2 separately functioning lesson study pairs. Data were collected through multiple sources including semi-structured interviews, observations of classroom teaching and Lesson Study meetings, field notes, participants' initial lesson plans and reflective writings. It was found that collaboration through Lesson Study enhanced teachers' professional teaching strategies, networking skills, lesson plan writing, classroom management, self-efficacy and positive attitudes towards teaching. However, challenges such as lack of time, lack of institutional support and insufficient instructional materials pose a threat to teachers' participation in Lesson Study. It is therefore recommended that policy makers develop strategic plans to promote the use of Lesson Study as a school-based professional development initiative. Further research on Lesson Study in pre-service science teacher education may pave the way towards professional collaboration as a sustainable practice amongst science teachers. This may ultimately improve the performance levels of science learners in South Africa. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01