Reflections on Teaching and Learning of Mathematics through Lesson Study and Video Critique

Abstract

Teachers' reflection is one important step in the implementation of Lesson Study. To enhance the professionalism of teachers, lesson study has become an important practice in the implementation of the Professional Learning Community (PLC) in Malaysia. "Video Critique" and "Lesson Study" are some of the tools in the implementation of PLC. As Lesson Study is newly introduced in 2011, teachers are still in the learning stage of implementing it. Among the problems teachers face is ways of making good reflections during classroom observation. Thus, this study aims to explore the ways in which excellent teachers reflect as well as their reflection level by looking at a video of teachers teaching at a school in Negeri Sembilan. The study was conducted using qualitative methods. The study participants were 17 excellent teachers, including two lecturers. Data was collected using reflective observations, documents of the participants, and recordings of the video critique sessions. Data was analysed using reflective dialogue session video documents analytical technique that has been transcribed. It was found that there are four stages of reflections: Descriptive, Dialogue Reflective, Descriptive Reflective and Critical Reflective. A majority of the excellent teachers reflected at the stage of Dialogue Reflective. Some of the excellent teachers made Descriptive Reflective, and only a few teachers succeeded brilliantly at Critical Reflective. Originality/value -This study implies a need for exposure to reflective practice during the process of observation so that teachers receive deep and meaningful feedback through practice in community learning.

Strategies for establishing networking with partner schools for implementing lesson study in Indonesia

“…An educator is a lecturer in a university or teacher in a school (elementary or secondary). If improvement of education quality is already started in university, it needs to be disseminated to elementary and secondary schools so that the quality improvement can be spread evenly in all levels of education (Chikamori, Ono, & Rogan, 2013;Coe, Aloisi, Higgins, & Major, 2014;Iksan & Rahim, 2017;Jung et al, 2015;Mustadi, 2015;Ono & Ferreira, 2010;Tan-Chia, Fang, & Chew Ang, 2013;Triyanto, 2016). Improvement of education quality should have been strengthened from elementary and secondary levels because elementary and secondary levels are the foundation for further education (Kandowangko, Zakaria, & Yunginger, 2014;Y.…”

The Value of Reflective Thinking Among Public Elementary Teachers in Ontario, Canada

“…In this study, teachers have reflected on 8 areas moderately often, with "student level of understanding during the lesson" being reflected on the most, followed by "student engagement during the lesson," "Future goals for my class," "Classroom management," "Student assignments/tasks," "Pedagogy," "My assessment practices," and "Student grades/results." This finding is similar to a recent qualitative study conducted by Iksan & Rahim (2017) where the majority of teachers (N = 17) focused on students' participation in their reflections more than on teaching methods and materials.…”

Meanings of mathematics teaching forged through reflection in a lesson study

“…She adds that these criticisms promote reflection because they are not focused on a single individual and their actions, but on teaching as an act conducted by a professional collective. Iksan and Rahim (2017) investigate how teachers reflect and the level of their reflections by watching videos of teachers teaching. The results of the study indicate that reflection is a central dimension of teaching, because by reflecting on teaching, teachers are able to evaluate their effectiveness in the classroom, which can strengthen the practice of the profession and improve the assessment of students.…”

“…Teaching conducted in the research lesson characterized the purposefully considered and planned educational action (Alarcão, 2001(Alarcão, , 2014, whose realization involved a process centered on students and their development. The teachers recognized that the nature of lesson study, especially in terms of reflection (Iksan & Rahim, 2017;Lewis, 2002;Richit et al, 2022a;Vieira, 2021), led them to view teaching as the development of a student's learning path, guided by specific goals, forged in regard to the context and conditions in which it is carried out.…”