The classroom observations of Vietnamese teachers: mediating underlying values to understand student learning

Tsukui, Atsushi; Saito, Eisuke; Sato, Masaaki; Michiyama, Megumi; Murase, Masatsugu

doi:10.1080/13540602.2017.1284055

Cited by 10 publications

(5 citation statements)

References 34 publications

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“…In these sessions, participant teachers, typically lead teacher mentors, conducted planned lessons with live learners under observation by all other participants (project team, community leaders or mentors, school administrators, school district officers [school inspectorate] and other peer teachers). Observation peer-leaner lessons would be followed by lesson study, a learning strategy developed to perfection in Japan (Sato 2000;Shuilleabhain & Seery 2017;Tsukui et al 2017). This is a reflective and re-constructive dissection and analysis of the lesson by both observer and observed.…”

Section: The Continuing Professional Learning Training and Learning A...mentioning

confidence: 99%

An integrated model for teacher continuing professional learning in Zimbabwean primary schools

Mtetwa

Ndemo²

2022

African Journal of Teacher Education and Development

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Background: Rapid changes in the classroom and out-of-school life characteristics of this knowledge society make continuing professional learning for teachers an imperative. But what kind of continuing training model could be effective in diverse work situations such as under-resourced rural school environments?Aim: The aim of the project was to capacitate primary school teachers in their teaching of mathematics to encompass numeracy learning outcomes among their pupils.Setting: This article describes an intervention service-cum-research project undertaken in three rural school districts of Zimbabwe.Method: Underpinned by the notion of change and lifelong learning, the intervention project deployed a modified cascade action research design to train 70 teacher leader mentors and 35 community leader mentors as drivers of the change in the three districts. Twelve of the 70 teacher leader mentors were further developed into expert status on numeracy pedagogy for continuity and sustainability of the change.Results: The service dimension of the project succeeded in infusing numeracy pedagogy in the schools’ instructional repertoires at the level of cultural practice within communities of practice.Conclusion: The main challenges faced in trying to implement pedagogy intended to foster mathematical numeracy are those related to costs, sustainability and continuity, some if not all of which can be dealt with through collaboration between experts, teachers and community.Contribution: The research dimension resulted in revealing a potentially powerful model of teacher continuing professional development characterised by fusing centre (district), school and community elements while retaining the cascade format. This model is worth exploring in similar and diverse school environments elsewhere.

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Section: The Continuing Professional Learning Training and Learning A...mentioning

confidence: 99%

An integrated model for teacher continuing professional learning in Zimbabwean primary schools

Mtetwa

Ndemo²

2022

African Journal of Teacher Education and Development

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show abstract

“…As shown in section ‘Fabricated lesson’, the teachers needed to observe only the students who could respond as they expected; they were encouraged not to care about the students with learning difficulties because the inspectors graded them. The process of teacher evaluation and the consequence of the value of ‘compliance-with-a-plan’ (Tsukui et al, 2017) made diverse students invisible.…”

Section: Casementioning

confidence: 99%

“…Recent pilot practices employing LSLC in the context of primary school reform in Vietnam have seen evidence of certain consequences challenging bureaucratic teacher values – compliance with the order given by the higher authorities (Saito et al, 2016; Tsukui, 2014; Tsukui, Saito, Sato, Michiyama, & Murase, 2017). In Vietnam, and in many other Asian countries, curriculum tends to be nationally defined at the central ministry level, and the teachers are considered to implement such centrally defined curricula in classrooms (Saito, Tsukui, & Tanaka, 2008).…”

Section: Introductionmentioning

confidence: 99%

“…Using videos that were easily available on smart phones enabled teachers in school to immediately reflect on their practice in classrooms and on whether their lessons realized the alternative underlying values the way they wanted (Saito & Khong, under review). The teachers’ underlying values did mediate their acts of observing classroom practices (Tsukui et al, 2017). However, the reasons and processes of emerging acts by teachers embodying their underlying values need to be explored further.…”

Section: Introductionmentioning

confidence: 99%

“…In the case of Vietnamese teachers, two types of values were examined – values of ‘compliance-with-a-plan’ and ‘exploration’ to exemplify repertoires of combination between the acts of observing classroom practice and the underlying values (Tsukui et al, 2017). However, the challenge of building the conceptual framework of how these values have been shaped was still left unaddressed by this formulation.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Stroll into students’ learning: Acts to unload teachers’ values through the practices of lesson study for learning community in Vietnam

Tsukui¹,

Saito

2017

Improving Schools

Self Cite

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In studies on teacher professional development, the embodiment of teachers’ values in professional practice has emerged as an important area of focus. Employing the sociocultural approach, this study discusses the link between teachers’ acts and underlying values based on a Vietnamese teacher’s detailed field notes on cases of school reform through the introduction of Japanese lesson study for learning community. Drawing on the concepts of inspection and stroll, the study describes the discrepancy between conventional observational acts and emerging ones. Inspection refers to the actions and values held by teachers that underline compliance with the prescribed curriculum and educational bureaucratic procedures, while stroll refers to a disposition that entails actions and values appreciating each pupil’s existence and learning as it is, without rigid bureaucratic perspectives. The finding was that the teacher’s act of stroll embeds new underlying values in her/his professional work; similarly, how she/he performs a stroll could inform her/his professional knowledge and identity. Lesson study can offer the teacher the experience of seeing self that generates the possible momentum of these parallel shifts.

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Quality of teaching and learning: the role of metacognitive teaching strategies in higher-performing classrooms in Vietnam

DeJaeghere

Duong

Dao

2023

Educ Res Policy Prac

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The classroom observations of Vietnamese teachers: mediating underlying values to understand student learning

Cited by 10 publications

References 34 publications

An integrated model for teacher continuing professional learning in Zimbabwean primary schools

An integrated model for teacher continuing professional learning in Zimbabwean primary schools

Stroll into students’ learning: Acts to unload teachers’ values through the practices of lesson study for learning community in Vietnam

Quality of teaching and learning: the role of metacognitive teaching strategies in higher-performing classrooms in Vietnam

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