PurposeThe authors propose that a digital instructional delivery format of lesson study (LS) may have the potential to amplify particular aspects of traditional, face-to-face LS.Design/methodology/approachThis is a qualitative case study, using data triangulation, member checking and an inductive approach to open-coding utilizing grounded theory to identify codes and themes.FindingsDigital tools promoted LS and learning, allowing for rigorous collaboration, synchronous observations, data collection and feedback, leading to deeper understanding.Research limitations/implicationsDigital tools used in the online LS process changed how instructional planning can be researched, analyzed and written collaboratively and impacted the fluidity of a lesson, the ease of observation and reflection, student engagement and the researchers' and students' ability to share ideas in real time.Practical implicationsLS can be integrated into online teacher education programs to engage students in online learning and promotes engagement, peer interaction and student voice. The use of these digital tools is not restricted just to remote instructional contexts.Social implicationsLS reduces teacher isolation, builds a collaborative community of teachers and increases instructional motivation. Educators across schools, universities or districts can integrate online LS into remote teacher education programs and online courses.Originality/valueThis study is original work that has not been published elsewhere.
As part of an APEC educational project on the cross-cutting concept of energy, researchers and teachers from 6 countries spent 8 months designing, testing and implementing a pilot STEM public class with two schools from Chile and one from the US. One of the researchers taught a lesson from a school in Chile, with a live transmission to the other two schools via Skype. At the same time, the lesson was also broadcasted via videostreaming. In addition to live questions and answers, students used individual devices to answer four open-ended questions that were commented on by the reseacher as he received them. The experience demonstrated that Cross-Border Public Classes boost student engagement and represent a promising strategy for introducing a key 21st century skill: synchronous learning involving multiple teams across the world. It also revealed how Lesson Study and Public Classes integrated with ICT network technology can form a powerful learning ecosystem for regional development and social innovation.
Seeing Spots Cans on a grocery store shelf and Hirst's Capric Acid Amide can illustrate dot arrays, thus helping students understand the distributive property, partial products, and the standard algorithm for multiplication.
This article presents our work in translating the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) from English to Thai and our resulting investigation of validity with Thai preservice teachers. The translation process occurred over several meetings between two U.S. mathematics educators and one Thai mathematics educator. To check for reliability the instrument was translated into Thai, back‐translated into English, and then cognitive interviews were conducted with native Thai speakers to check for accuracy, meaning, and readability. We used the newly translated Thai‐Mathematics Teaching Efficacy Beliefs Instrument (T‐MTEBI) to measure teacher efficacy beliefs as they related to Thai preservice mathematics teachers. Eight of the questions measure Mathematics Teaching Outcome Expectancy (MTOE). The mean of the scores on these questions was computed to form a MTOE score for each student. The remaining 13 questions measure Personal Mathematics Teaching Efficacy (PMTE). The mean of these scores was computed to obtain the PMTE score for each student. The mean of all 21 questions was computed to find an overall efficacy score for each student. The results of this study showed that the newly constructed T‐MTEBI produced reliability and validity measures comparable to the original MTEBI (Enochs, Smith, & Huinker, 2000).
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