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Enhancing mathematics teachers' quality through Lesson Study.

Laila S Lomibao1

  • 1Department of Mathematics Education, College of Policy Studies, Education and Management, Mindanao University of Science and Technology, Claro M. Recto Avenue, Lapasan, Cagayan de Oro City, 9000 Misamis Oriental Philippines.

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Summary

Lesson Study significantly improved mathematics teacher quality in the Philippines. This professional development approach enhanced teachers

Keywords:
Lesson StudyMathematics teachers’ qualityTeachers’ professional development

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Area of Science:

  • Education
  • Teacher Professional Development
  • Mathematics Education

Background:

  • Student learning outcomes are directly linked to teacher quality.
  • Traditional professional development models in the Philippines suffer from information dilution.
  • The Southeast Asia Regional Standards for Mathematics Teachers (SEARS-MT) highlights the need for improved mathematics teacher standards.

Purpose of the Study:

  • To assess the impact of Lesson Study on the quality of mathematics teachers at Bulua National High School.
  • To evaluate teacher quality based on the dimensions outlined in the SEARS-MT.

Main Methods:

  • A mixed-methods research design combining quantitative and qualitative approaches.
  • Implementation of the Lesson Study professional development model.
  • Assessment of teacher quality using the SEARS-MT framework.

Main Results:

  • Lesson Study demonstrably enhanced the quality of mathematics teachers.
  • The professional development initiative positively impacted teachers' skills and knowledge.
  • Teachers reported a beneficial experience, perceiving it as key to their growth.

Conclusions:

  • Lesson Study is an effective model for intensive, ongoing teacher professional development.
  • This approach successfully addresses the limitations of traditional cascading models.
  • The study supports the adoption of Lesson Study to improve mathematics teacher quality aligned with SEARS-MT.